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EDUCATION,  DEMOCEACT  AND 
THE  LEAGUE  OF  NATIONS 


BY 

G.  W.  A.  LUCKEY,  Ph.D. 

Author  of  "The  Professional  Training  of  Secondary 

Teachers,"  "The  Outlines  of  the  History 

of  Education,"  "The  Essentials 

of  Child  Study,"  etc. 


ARTIetveRITAna 


BOSTON 

RICHARD  G.  BADGER 

THE   GORHAM   PRESS 


5UU4b 


COPTRIGHT,    1920,    BY   RiCHARD    G.    BaDGER 


AH  Rights  Reserved 


Made  in  the  United  States  of  America 


The  Gorharn  Press,  Boston,  U.  S.  A. 


TO  MY  WIFE 

WHOSE  CONSTANT  FAITH,  TRUST,  CONFIDENCE 
AND  QUIET  COURAGE,  IN  SUNSHINE  AND  IN 
SHADOWS,  HAS  ENABLED  ME  TO  SEE  AND 
LIVE    THE    TRUTH    OF    THESE    PAGES 


\ 


PREFACE 

During  the  past  five  years  there  has  been  a  dis- 
turbed condition  of  education,  industry,  and  com- 
merce; of  social,  religious,  and  political  life,  on  a 
larger  scale  than  has  ever  occurred  before  in  the 

<*       history    of   the   world   unless    possibly    during   the 

^'^  period  following  the  birth  of  Christ.  The  world 
war  in  its  hatefulness,  disappointing  cruelties,  and 
prevention  of  the  higher  life  made  the  work  of  true 
education  almost  impossible.  The  teachers  of  chil- 
dren and  youth  were  made  to  suffer  most,  since 
their  teaching,  especially  in  this  cosmopolitan  coun- 
try, must  be  free  from  all  questions  of  partisanship 
or  bias  and  devoted  to  the  ungamished  truth  put  in 
the  simplest  way  for  stimulating  the  youth  into  a 

i        richer  and  better  life. 

5  During  this  disturbed  condition  of  human  society 

many  educators  have  been  called  from  their  busy 
laboratories  long  enough  to  take  the  public  into  their 
confidence  concerning  what  seems  to  promise  a  bet- 
ter condition  of  civilization  and  human  progress. 
These  selective  essays  on  Education,  Democracy, 
and  the  League  of  Nations  are  published  in  book 
form  at  the  request  of  many  students  and  teachers 

5 


6  Preface 

who,  having  seen  the  various  articles  from  time  to 
time  as  they  appeared  in  the  magazines,  desired  to 
have  them  collected  in  a  more  convenient  form  for 
use.  The  dates  on  which  the  essays  were  written 
and  first  made  public  are  given  in  order  to  show  the 
clearness  of  vision  through  which  the  work  was  per- 
formed. To  the  careful  student  of  social  life  com- 
ing events  often  cast  their  shadows  before.  It  will 
be  seen  that  most  of  the  essays  foresee  and  accur- 
ately describe  coming  events  before  they  occur.  The 
work  of  every  true  teacher  consists  in  educating  the 
youth  in  meeting  successfully  new  conditions  of  life 
as  they  arise. 

The  world  war  has  been  instrumental  in  arousing 
and  uniting  the  latent  democracies  of  the  world  as 
never  before.  During  the  closing  period  of  the  war 
democracy  had  really  found  itself  and  was  truly  in 
the  saddle.  Military  autocracy — the  contrasting 
philosophy  of  education  and  government — was  seek- 
ing for  shelter  and  asking  for  terms.  For  tAvo  thou- 
sand years  autocracy  had  been  in  the  saddle  sub- 
tlely  directing  the  education,  social  and  political  af- 
fairs of  men.  War  and  might  were  given  preference 
over  peace  and  right ;  competition  and  class  favorit- 
ism over  co-operation  and  equality  of  opportunity ; 
secret  diplomacy  and  deceptive  propaganda  over 
open  diplomacy  and  fair  dealing.  But  from  its  posi- 
tion of  influence  and  authority  autocracy  had  be- 
come thoroughly  established  in  places  of  authority 


Preface  7 

in  nearly  every  country  in  the  Avorld,  and  was  all 
but  able  to  enslave  democracy  permanently.  Even 
now,  though  completely  overthrown,  autocracy  will 
rise  again  to  positions  of  power  and  direction  if  de- 
mocracy does  not  remain  true  to  its  promises  and 
keep  united  in  the  best  interests  of  humanity. 

The  greatest  good  for  humanity  that  can  possibly 
come  out  of  the  war  is  the  establishment  of  a  demo- 
cratic league  of  nations  open  on  similar  terms  to  all 
free  nations  ready  to  share  in  the  responsibilities  and 
rewards.  It  has  now  become  quite  certain  that  such 
a  league  of  nations  will  be  created.  The  future 
perfecting  of  such  a  league  in  the  interests  of  human- 
ity is  worthy  of  the  best  thought  and  service  of 
true  men  and  women  everywhere.  Honest  study  and 
intelligent  criticism  of  the  league  should  arouse 
the  deepest  interest  of  every  worthy  citizen.  To  fur- 
nish a  basis  for  such  study  among  public-spirited 
citizens,  and  to  give  in  condensed  form  some  of  the 
essential  facts  in  the  philosophy  of  life  for  the  use 
of  the  busy  teacher,  this  publication  is  sent  forth. 

G.   W.   A.   LUCKEY. 


CONTENTS 


PART  I  EDUCATION 

CHAPTER  FAQE 

I    The  Philosophy  of  Peace 13 

II    Harmonizing  Vocational  and  Cultural  Educa- 
tion      33 

III    The    Function    of   the    Graduate    School   of 

Education 45 

rV    The  Mental  Development  of  Children     .     .       56 
S-    V    The  Reorganization  of  Education    ....       69 
VI    Community    and    Educational    Welfare    Get- 
together  Clubs 87 

VII  To  the  Teachers  of  Nebraska  on  the  Necessi- 
tated Changes  in  Education 98 

PART  II  DEMOCRACY 

VIII    Pacifism  vs.  Militarism 109 

IX    Whence  and  Whither 114 

X    The  Need  of  United  Action  in  Support  of  the 

War 120 

XI    The  Two  Conflicting  Principles  of  Education 

AND  Government 124 

XII  A  Letter  to  the  Editor  of  "Personnel"  and 
Another  in  Reply  to  the  Change  of  "Kinder- 
garten" TO  "Play  School" 135 

XIII  The  Citizen  Soldiery  of  a  Democracy       .      .  146 

XIV  Is  Democracy  Safe.' 155 

XV    Can  Democracy  be  Trusted  With  Power?       .  159 

XVI    Intelligence  and  Democracy        162 

XVII    Autocracy  and  Democracy  in  Education    .      .  166 
XVIII    Is  Internationalism  Essential  to   Permanent 

Peace? 179 

XIX    The  Masses  Against  the  Cl-^sses      ....  185 

XX    The  Co-operation  of  Britain  .-vnd  America     .  196 
9 


10 


CONTENTS 


PART  III  THE  LEAGUE  OF  NATIONS 

CHAPTER  PAGE 

XXI    The  Fourteen  Points  of  President  Wilson's 

Peace  Terms 205 

"~  XXII    The  Proposed  League  of  Nations     ....  212 

XXIII  The  Capital  of  the  League  of  Nations     .      .  240 

XXIV  The  Original  Constitution  of  the  League  of 

Nations 257 

"  XXV    The  Nation's  Attitude  on  the  League  of  Nations  276 
'XXVI     Criticism  of  the  League  of  Nations     .      .      .  283 
XXVII     Democracy  and  the  League  of  Nations     .      .  289 
XXVIII    Democracy  and  the  League  of  Nations  {Con- 
tinued)          294 

XXIX    The    Revised    Co-tenant    of    the    League    of 

Nations 298 

XXX     In  the  Service  of  Humanity 324 

XXXI    Americanism 328 

XXXII    The  Proposed  Treaty  and  Covenant  Referendutvi  333 


PART  I 
EDUCATION 


EDUCATION,  DEMOCRACY,  AND 
THE  LEAGUE  OF  NATIONS 


CHAPTER  I 


THE  PHILOSOPHY  OF  PEACE 


For  at  least  two  years  students  of  human  nature 
have  observed  the  warnings  of  the  coming  conflict, 
now  on,  and  have  tried  in  various  ways  to  prevent  it 
or  at  least  limit  its  spread  to  the  nations  now  en- 
gaged. War  is  the  result  of  a  false  philosophy  of 
life  based  on  the  foundations  of  autocracy,  might, 
and  class  competition.  War  once  on  throws  the  na- 
tions immediately  into  rival  camps  void  of  intelli- 
gence, aroused  to  the  basest  passions  and  willing  to 
listen  only  to  the  voice  of  victory  or  defeat.  Hence 
the  impotence  in  stopping  war  of  intelligent  neutral 
nations. 

Nothing  is  ever  permanently  settled  that  is  not 
settled  right.     Today  the  world  is  entering  upon  one 

*  An  address  delivered  first  in  Lincoln,  Neb.,  fall  of  1913,  re- 
vised September,  1914,  and  delivered  at  the  Wyoming  State 
Teachers'  Association  at  Casper,  Wyo.,  November,  1914;  pub- 
lished in  The  Wyoming  School  Journal  and  elsewhere,  Jan- 
uary, 1915, 

13 


14     Education,  Democracy,  the  League  of  Nations 

of  the  severest  and  most  extensive  struggles  of  man 
against  man,  brother  against  brother,  that  has  ever 
been  recorded  in  history.  It  is  a  conflict  not  of  men 
but  of  ideals,  and  bitter  as  it  is,  the  results  will  live 
forever.  The  death  that  follows  in  its  wake  destroys 
more  of  good  than  can  be  replaced  in  many  genera- 
tions. Animosities  have  been  created  that  will  never 
die,  hopes  blasted  that  will  never  return.  Many  of 
the  choicest  products  of  civilization  and  culture  have 
been  lost  forever,  and  the  end  is  not  yet.  Through  it 
all  the  innocent  are  made  to  suffer  out  of  proportion 
to  the  guilty,  such  is  war.  After  the  storm  will  come 
the  calm  of  quiet  reason  when  the  liideousness  of 
the  human  slaughter  will  appeal  in  its  awfulness 
to  those  who  remain.  Is  there  not  a  better  way  of 
adjusting  human  wrongs  and  mistakes  than  by  war.^* 
To  answer  this  question  we  must  bring  to  bear  a 
truer  philosophy  of  life  than  has  j^et  been  evolved 
b}^  any  people.  The  scientific  advance  of  the  twen- 
tieth century  has  united  the  people  of  the  world  in 
one  great  family  struggling  in  different  ways  toward 
the  same  great  end.  When  living  our  truest  lives  we 
are  mutually  helpful  and  indispensable  to  the  best 
success  of  one  another.  When  rightly  seen  and  cor- 
related our  diversity  of  ideas  furnishes  the  founda- 
tions upon  which  we  are  able  to  rise  to  higher  levels. 
To  become  a  leader  of  men  in  this  complex  age  of 
civilization  one  must  be  familiar  with  the  history  of 
the  individual  and  have  a  right  conception  of  human 


The  Philosophy  of  Peace  15 

life.  Such  knowledge  is  not  beyond  human  endeavor, 
and  for  it  all  teachers  of  men  should  strive.  Unless 
our  standards  of  measurement  are  true  the  whole 
product  will  be  false. 

When  we  try  to  unravel  and  interpret  the  accu- 
mulated experiences — the  instincts  and  complexes — 
that  make  up  the  being  we  call  man,  the  mind  is  often 
lost  in  confusion.  There  is  much  overlapping  and 
some  missing  links.  To  follow  truly  the  path  re- 
quires the  patience  of  the  student  and  the  skill  of 
the  expert.  Earlier  and  deeper  than  man's  philos- 
ophy lies  his  religion.  Back  of  this  we  can  not  go ; 
be^'ond  it  we  may  not  climb.  But  most  peoples  have 
come  to  believe  in  a  Supreme  Being,  Creator  and 
Father  of  all. 

In  the  beginning  man  was  given  the  earth  with 
the  injunction  to  multiply  and  replenish  it,  to  con- 
quer and  subdue  it.  The  proposition  was  a  large 
one,  larger  by  far  than  he  knew.  But  the  voice 
was  the  voice  of  the  Creator  who  breathed  into  his 
children  the  breath  of  life  and  gave  to  them  all  the 
essentials  necessary  to  understand  and  fulfill  his  laws 
written  plainh'  in  nature  and  truly  in  the  souls  of 
men.  But  above  all  man  was  created  free,  with  aspi- 
rations, intelligence,  and  desires  capable  of  indefinite 
expansion. 

With  such  abundant  opportunities — nature  every- 
where teeming  with  life  and  harvest — man  must  have 
entered  upon  his  mission  witli  a  cheerful  heart.     He, 


16     Education,  Democracy,  the  League  of  Nations 

too,  in  turn  became  a  creator  of  his  kind.  Children 
came  and  scattered,  losing  all  sense  of  relation  and 
origin.  The  world  was  large  and  the  separation  of 
the  children  became  complete.  In  time  the  world 
became  peopled  with  the  offspring  and  the  traces  of 
heredity  once  so  marked  had  been  largely  overcome' 
by  an  inheritance  of  later  acquired  characteristics. 
The  children  had  changed  in  form,  color,  and  intel- 
ligence beyond  all  recognition.  On  coming  together 
again  after  these  ages  of  separation  they  had  be- 
come so  estranged  that  they  look  upon  one  another 
as  mortal  enemies.  Not  infrequently  the  command 
"to  multiply  and  replenish  the  earth,  and  subdue  it" 
has  been  accepted  as  a  command  to  conquer  and 
subdue  one  another. 

If  we  return  to  primitive  man  and  study  his  evolu- 
tion through  his  religious  life  we  find  as  we  might 
have  anticipated  one  long,  continuous  struggle  up- 
ward. First,  it  is  fetishism,  or  belief  of  a  spirit 
world  in  material  objects — stones,  plants,  trees;  then 
comes  totemism,  belief  of  spirits  in  animals.  This 
is  followed  by  ancestor  worship,  belief  in  and  wor- 
ship of  the  departed  spirits  of  ancestors.  ]Many 
races  became  fixed  in  their  religious  evolution  at  this 
stage  of  development.  This  stage  is  followed  by  hero 
worship,  then  polytheism,  henotheism,  and  finally 
monotheism.  This  religious  evolution  of  man  shows 
a  long  struggle  to  reach  at  last  an  understanding 
of  the  condition  whence  he  started,  but  it  was  worked 


The  Philosophy  of  Peace  17 

out  with  his  o\^^l  effort  and  was  the  only  wiay 
possible  to  a  free  individual. 

The  religious  evolution  of  man  as  indicated  above 
represents  but  a  single  phase  of  his  complex  psychic 
life.  The  order  of  man's  social  and  political  evolu- 
tion has  doubtless  been  through  family  to  clan,  tribe, 
race,  state,  nation,  union  of  nations.  With  the  idea 
of  nation  (nationalism),  or  probably  before,  came 
the  idea  of  monotheism.  The  religious  conception 
of  monotheism  was  reached  by  the  more  intelligent 
Egyptians  as  early  as  3,000  B.  C,  and  by  Abra- 
ham, the  leader  of  the  Hebrews,  2,000  B.  C.  At  this 
stage  human  development  seems  to  have  stopped  in 
its  progress  and  remained  stationary  for  ages. 
Great  leaders  and  teachers,  as  Moses,  Confucius, 
Buddha,  Cyrus,  Pericles,  Socrates,  came  and  went 
without  penetrating  the  crust  of  stagnation  that  had 
settled  over  the  world  preventing  further  progres- 
sive evolution. 

Monotheism  had  come  to  be  a  sort  of  nationalism 
— one  God  truly,  but  always  national,  creator  of  a 
favored  people.  Shang-ti  was  the  God  of  the  Chi- 
nese, Brahm  of  the  Hindus,  Ormuzd  of  the  Persians, 
Jehovah  (Adonai)  of  the  Hebrews,  as  later  Allah 
became  the  god  of  the  Moslems.  This  narrow  auto- 
cratic conception  of  God  was  sufficiently  self-satisfy- 
ing to  be  almost  impossible  of  change.  Nations  be- 
came fixed  in  the  belief  of  nationalism.  The  people 
of  the  different  nations  came  to  look  upon  them- 


18      Education,  Democracy,  the  League  of  Nations' 

selves  as  the  chosen  people  Anth  special  privileges, 
truer  and  better  than  the  barbarous  people  of  other 
nations  who  must  have  been  created  only  for  slaves. 
In  the  struggle  for  mastery  of  nation  over  nation, 
might  came  to  be  accepted  as  the  true  test  of  right. 
Wars  of  conquest  and  destruction  became  the  estab- 
lished policies  of  nations.  No  nation  had  a  perma- 
nent existence.  Those  that  rose  by  the  sword  would 
in  turn  fall  by  the  sword.  Civilization  itself  was  in 
danger  of  being  blotted  out. 

At  this  period  in  history  was  bom  Jesus  of 
Nazareth,  prince  of  peace,  the  world's  greatest 
teacher.  He  gave  to  the  world  a  new  philosophy  of 
life  and  a  new  conception  of  God.  He  made  clear 
to  his  disciples,  and  through  them  to  the  world,  the 
idea  of  the  universal  fatherhood  oi  God,  from  which 
must  follow  the  universal  brotherhood  of  man.  There 
is  but  one  source  of  life  and  truth — God  the  Crea- 
tor, All  individuals  of  the  genus  homo  are  members 
of  the  same  great  family,  and,  however  variant,  are 
struggling  together  toward  one  and  the  same  great 
end,  Man  was  created  free,  intelligent,  capable  of 
indefinite  expansion,  and  responsible  for  his  own  sal- 
vation, 

Jesus  gave  to  the  world  a  new  conception  of  life, 
a  deeper  and  broader  meaning  of  education  and 
growth:  "First  the  blade,  then  the  ear,  after  that 
the  full  corn  in  the  ear";  or,  as  Paul  put  it:  "When 
I  was  a  child,  I  spake  as  a  child,  I  understood  as  a 


The  Philosophy  of  Peace  19 

child,  I  thought  as  a  child ;  but  when  I  became  a  man 
I  put  away  childish  things."  That  is,  growth  is  the 
beginning  of  life,  and  there  is  a  true  order  of  edu- 
cation and  development.  Respecting  this  order  in 
our  efforts  to  advance  human  growth  and  the  gen- 
eral welfare  of  mankind  is  the  highest  expression  of 
service.  Men  differ  but  slightly  in  physical  inherit- 
ance ;  all  are  the  same  at  the  bottom  or  lower  levels. 
The  difference  we  see  is  one  of  intelligence  and  social 
inheritance,  which  must  be  acquired  anew  by  each 
generation. 

Again  Jesus  taught  the  philosophy  of  peace  as  op- 
posed to  war ;  humanitarianism,  not  feudalism ;  help- 
fulness, not  hindrance;  democracy,  not  autocracy; 
construction,  not  destruction ;  evolution,  not  devolu- 
tion ;  life,  not  death.  He  came  not  to  destroy  the 
law,  but  to  fulfill  it,  to  live  it,  and  to  point  out  a 
still  higher  expression  of  the  law. 

Truth,  which  lies  just  beyond  us,  is  apt  to  appear 
visionary  when  measured  by  our  faulty  instruments, 
so  the  new  philosophy  of  Christ  appeared  to  the 
world.  Only  partially  understood,  and  more  indif- 
ferently practiced,  it  has  nevertheless  formed  the 
basis  of  civilization,  culture,  and  religion.  Nearly  all 
the  great  nations  of  the  world  are  Christian  nations. 
Many  believe  and  live  the  doctrine  who  do  not  accept 
the  Teacher,  others  believe  it  to  be  a  desirable  but 
untenable  ideal.  Coming  from  the  Jews,  the  truth 
was  meant  for  the  world  and  is  universal  in  its  appli- 


20     Education,  Democracy,  the  League  of  Nations 

cation.  It  is  quite  natural  for  man  to  reject  that 
which  seems  contrary  to  his  teachings.  Evolution 
is  an  exceedingly  slow  process,  but  still  it  moves 
and  the  direction  is  always  forward. 

I  have  given  a  few  of  the  fundamental  ideas  of 
the  philosophy  of  "Peace  on  earth,  good  will  to  men," 
known  as  the  Christian  philosophy  and  accepted,  in 
form  if  not  in  spirit,  by  the  leading  nations  of  the 
world.  It  seems  to  me  that  it  is  this  philosophy 
which  is  to  furnish  the  true  and  lasting  foundations 
of  world  peace,  which,  when  rightly  understood  and 
followed,  will  unite  all  nations  in  an  international 
brotherhood  of  man  or  league  of  nations.  Then  in 
trustfulness  and  sympathetic  relations  we  will  strive 
to  overcome  and  conquer  nature,  not  man. 

Christianity  is  biological;  it  is  the  essence  of 
sociology;  it  calls  forth  and  strengthens  the  highest 
emotions ;  it  is  altruistic,  built  on  human  service ; 
it  is  reasonable,  ethical,  progressive,  and  exceedingly 
practical.  It  is  the  only  religion  that  has  been 
found  to  be  universal  in  its  application,  meeting 
equally  the  needs  of  the  strong  and  the  weak,  the  wise 
and  the  simple.  It  gives  life:  "I  am  come  that 
they  might  have  life,  and  that  they  might  have  it 
more  abundantly";  hence  it  is  incompatible  with  war, 
which  means  destruction. 

In  seeking  for  truth  we  are  especially  concerned 
with  life  and  the  things  that  advantage  it  or  make 
it  more  abundant.     We  mav  describe  it,  but  are  un- 


The  Philosophy  of  Peace  21 

able  to  satisfactoril}'  define  it.  It  is  the  vital  prin- 
ciple, the  dynamics  of  the  organism  which  conditions 
growth;  the  unifying  or  centralizing  force  which  in 
man  binds  together  the  physical  and  spiritual.  The 
world,  as  we  know  it,  is  made  up  of  organism  and 
environment.  Of  the  organisms  man  is  the  highest 
type,  the  most  complex,  the  hardest  to  understand, 
and  the  most  difficult  to  direct  and  control.  The  en- 
vironment covers  man's  surroundings,  physical  and 
social,  in  so  far  as  it  affects  him. 

Growth  is  caused  by  the  mutual  interaction  that 
takes  place  between  the  organism  and  its  environ- 
ment through  which  both  are  modified.  In  the 
mutual  interaction  between  man  and  his  environment 
there  are  at  least  four  factors  that  should  be  noted : 
The  surrounding  plwsical  environment,  the  sur- 
rounding social  environment,  the  organism,  and  the 
self-active,  organizing,  directing  force  known  as  as- 
piration, longing,  aim.  The  latter  is  the  truly  spir- 
itual force  which  relates  man  to  God.  The  physical 
environment  changes  but  slowly;  the  social  environ- 
ment, which  denotes  the  physical  environment  as 
modified  to  suggest  the  activities  of  man,  changes 
more  freely;  while  the  organism  is  the  most  change- 
able. Through  growth  and  development  man  assim- 
ilates and  utilizes  his  environment,  modifying  it  and 
in  turn  being  modified  by  it.  All  objects  of  nature 
which  man  has  touched  come  to  be  surcharged  with 
a  social  context  or  meaning  that  influences  materially 


22     Education,  Democracy,  the  League  of  Nations 

man's  responses  to  them.  Thus  through  civiliza- 
tion man's  environment  comes  to  be  loaded,  as  it 
were,  with  a  social  content  which  tends  to  shape  liis 
future  development.  Besides  the  stimuli  that  result 
from  the  physical  and  social  environment  there  are 
still  others  due  to  the  natural  conditions  of  growth 
of  the  organism.  When  all  of  these  are  acting  in 
unison  the  effect  on  the  indi\adual  is  most  marked. 
There  is  a  definite  order  in  growth  through  which 
the  individual  repeats  the  race :  "First  the  blade, 
then  the  ear,  after  that  the  full  corn  in  the  ear." 
Unless  this  order  of  natural  growth  is  followed  the 
education  can  not  be  vital. 

Education  is  a  becoming,  a  development  of  the 
individual  through  experience.  It  has  both  a  physi- 
ological and  a  sociological  aspect.  Through  the  for- 
mer the  individual  is  changed,  through  the  latter 
the  product  or  content  of  individual  experience. 
Both  processes,  however,  are  but  parts  of  one  and 
the  same  act.  True  education  can  take  place  only 
under  free  individual  initiative.  The  awakening 
which  produces  the  development  must  come  from 
within.  It  can  be  encouraged,  but  not  forced.  In 
order  to  have  the  experience  become  educative  and 
remain  dynamic  the  indi\'idual  must  be  free  to  select 
the'  incoming  stimuli  to  which  he  wiU  respond,  and 
must  organize  and  direct  them  including  self  toward 
some  definite  end,  which  meets  the  approval  of  his  as- 


The  Philosophy  of  Peace  23 

piration.  Knowledge  gained  in  this  way  is  dynamic 
and  lifts  the  individual  to  a  higher  plane.  True 
education  is  the  result  of  individual  development  and 
can  take  place  only  within  and  through  a  free  peo- 
ple. If  we  sense  this  truth  and  act  upon  it,  we  will 
be  able  to  change  the  face  of  the  earth  in  a  single 
generation. 

But  since  education  is  a  selective  process,  en- 
riching and  strengthening  the  individual,  it  tends  to 
create  class  distinction — aristocracy  of  culture  and 
power — allowing  free  expansion  to  the  few,  not  to 
the  many ;  thus  in  time  defeating  its  own  aim.  The 
educated  classes  possessing  greater  power  desire 
often  to  use  it  to  their  own  immediate  advantage, 
preventing  the  free  expansion  of  others.  Thus  in 
time  nature  tends  to  produce  a  hereditary  aristoc- 
racy and  political  autocracy  which  enslaves  the 
masses  and  interferes  with  further  development. 

The  purpose  of  education  should  be  to  produce 
self-sustaining,  self-directing,  self-sacrificing  individ- 
uals. Of  such  individuals  there  can  never  be  a  sur- 
plus;  300,  600,  or  even  a  1,000  to  the  square  mile 
but  increases  the  efficiency,  happiness,  and  enjoyment 
of  all.  The  philosophy  that  I  am  outlining,  if  ac- 
cepted, would  soon  bring  to  pass  this  condition  of 
true  human  relationship,  individual  worth  and  con- 
fidence. Under  the  freer  movement  of  society,  all 
individuals    and    nations    would    soon    discover    the 


24     Education,  Democracy,  the  League  of  Nations 

fields  in  which  they  are  best  adapted  to  serve.  True 
greatness  is  the  result  of  right  service  and  construc- 
tive thinking. 

~  There  are  two  conflicting  ideals  as  to  the  best 
means  of  bringing  about  individual  and  national 
growth  and  development — the  methods  of  peace  and 
the  methods  of  war.  Both  are  built  on  true  emo- 
tions and  natural  qualities  of  mind ;  war  on  the  selfish 
emotions,  peace  on  the  altruistic.  War  is  the  out- 
growth of  imperialism  and  nationalism,  peace  of  de- 
mocracy and  individualism.  War  develops  the  baser 
emotions,  man's  lower  self;  hate,  revenge,  secrecy, 
mistrust,  suspicion,  deception,  dishonesty,  injustice, 
a  stab  in  the  dark.  Peace  develops  the  higher  emo- 
tions, man's  better  self;  love,  frankness,  trust,  con- 
fidence, honesty,  justice.  The  success  of  war  de- 
pends upon  the  slavish  surrender  of  many  wills  to 
the  dictates  of  one  or  few.  The  success  of  peace  de- 
pends on  the  combined  intelligence  of  all,  freely  ex- 
pressed. 

War  is  always  destructive ;  it  is  a  process  of  devo- 
lution. Peace  is  constructive;  it  is  a  process  of 
evolution.  War  is  based  on  the  fallacy  that  might 
makes  right,  that  the  strong  were  created  to  have 
dominion  over  the  weak.  This  doctrine  is  no  longer 
believed.  No  nation  is  willing  or  can  aff^ord  to  advo- 
cate an  aggressive  war.  Its  methods  are  those  of 
force,  secret  preparation,  unsuspected  striking,  vio- 
lating sacred  contracts,  despoiling  the  weak  and  in- 


The  Philosophy  of  Peace  25 

nocent.  The  methods  of  peace,  on  the  other  hand, 
are  those  of  reason  and  justice;  grantmg  to  ever}' 
man  individual  freedom  and  the  fundamental  right 
of  self-government;  protecting  the  weak;  inspiring 
hope  and  confidence. 

Another  fallacy  is  being  exploded;  that  prepara- 
tion for  war  insures  peace;  that  preparation  for  a 
game  of  football  guarantees  no  football ;  that  prepa- 
ration for  the  activities  of  life  guarantees  no  future 
functioning  therein.  The  wonder  is  that  this  fallacy 
was  not  discovered  sooner.  The  nation  best  pre- 
pared for  war  was  without  doubt  instrumental  in 
starting  the  present  war,  and  such  has  been  the  case 
throughout  the  annals  of  history.  In  the  ideals  of 
war  there  can  be  but  one  dominant  power.  The  de- 
sire of  nations  to  become  that  power  and  dictate  to 
others  is  at  bottom  the  cause  of  every  war.  It  is 
a  low  and  selfish  ideal;  there  is  a  higher  altruistic 
ideal.  The  latter  is  absolutely  workable,  both  among 
individuals  and  among  nations,  and  the  time  seems 
nearly  ripe  to  begin  the  necessar}^  readjustments. 

If  we  believe  in  peace,  why  should  we  prepare  for 
war?  Partial  preparation  may  prove  dangerous  by 
arousing  suspicion.  Armament  begets  araiament, 
mistrust  begets  mistrust;  sympathy  begets  sym- 
pathy, and  confidence  begets  confidence.  "And  I, 
if  I  be  lifted  up  from  the  earth,  will  draw  all  men 
unto  me."  One  "war  lord,"  when  feared  and  fol- 
lowed,  can   stop  human   progress,   create  universal 


26     Education,  Democracy,  the  League  of  Nations 

anxiety,  and  cause  all  nations  to  waste  their  energy 
in  foolish  preparation  for  war  which  they  hope  will 
never  come.  This  waste  of  itself  will  in  time  make 
them  an  easy  prey  to  the  more  virile  nations.  The 
I  figures  in  the  present  war  are  already  so  appalling, 
so  far  beyond  precedent,  that  the  mind  cannot  grasp 
their  meaning. 

I  am  not  of  those  who  believe  that  man  began  his 
career  on  earth  in  a  state  of  perfection;  but  I  do 
believe  in  God,  in  His  intelligence.  His  goodness,  His 
wisdom.  His  truth,  His  love.  I  believe  in  His  laws  as 
revealed  in  nature,  in  man,  and  in  the  life  and  teach- 
ings of  Jesus.  To  believe  in  man  as  starting  his 
career  in  a  state  of  perfection  is  inconsistent  with 
birth  and  with  growth  as  we  know  it.  Tlie  child  is 
born  weak,  immature;  he  waxes  strong,  mature.  It 
is  inconsistent  with  growth  and  development  of  civili- 
zation, and  growth  in  nature.  It  is  also  inconsistent 
with  the  teachings  of  Jesus.  Through  aspiration, 
growth  and  development  man  becomes  more  humane, 
more  god-like. 

Education,  like  civilization,  is  always  constructive 
and  naturally  progressive.  Each  generation  must 
begin,  socially,  at  the  bottom.  But  it  is  possible  to 
pass  rapidly  through  the  various  instincts  of  the 
race  until  the  highest  stages  of  human  progress  are 
reached.  Here  it  is  that  the  highest  products  of 
civilization  are  called  forth.  This  stage  of  develop- 
ment is  only  possible  to  free  individuals.     The  native 


The  Philosophy  of  Peace  27 

instincts  are  links  of  the  chain  that  become  the  step- 
ping stones  to  a  higher  self.  The  products  of  civili- 
zation and  culture  are  the  guide-posts  which  point 
the  way  to  the  higher  life  and  to  God.  Man's  experi- 
ences, literature,  science,  art,  libraries,  portray  past 
conditions,  not  present  or  future ;  hence  the  conserv- 
atism and  the  danger  of  becoming  fixed  in  low  stages 
of  development. 

War  prevents  the  formation  of  the  higher  in- 
stincts, destroys  the  choice  landmarks  of  civilization, 
and  makes  impossible  the  free  expansion  of  human 
society.  It  prevents  us  from  seeing  the  hand  of 
truth,  so  our  children  are  wont  to  say,  "There  is  no 
God." 

It  is  difficult  in  this  age  to  find  anyone  who  be- 
lieves in  the  wisdom  or  justice  of  war  in  settling 
disputes,  and  no  nation  can  prosper  and  become  per- 
manent under  the  deadening  effect  of  adverse  public 
opinion.  But  when  we  seek  a  better  way  of  righting 
wrongs  we  are  compelled  to  block  out  new  paths  and 
are  apt  to  differ  in  our  views  as  is  natural  for  free 
individuals. 

At  the  close  of  the  present  crisis  the  members  of 
the  International  Peace  Congress,  and  other  Peace 
Leagues,  should  immediately  increase  their  efforts. 
Their  influence  all  but  prevented  the  war,  and  the 
elevating  influence  of  The  Hague  Peace  Palace  can 
never  be  measured.  Even  the  Master  himself  could 
perform  no  miracles  in  Nazareth. 


28     Education,  Democracy,  the  League  of  Nations 

The  powers  of  the  present  International  Peace 
Tribunal  should  be  enlarged,  giving  place  to  at  least 
three  departments:  an  executive  department,  a  judi- 
cial department,  and  a  legislative  department,  the 
latter  is  to  be  composed  of  not  more  than  four 
delegates  from  any  one  nation  belonging  to  the  con- 
federacy, their  purpose  being  to  legislate  on  con- 
ditions touching  international  affairs.  The  judicial 
department  might  be  composed  of  a  single  delegate 
or  judge  from  each  nation,  and  have  for  its  function 
the  settling  of  international  controversies.  Nations 
in  disputes  might  appeal  at  once  to  this  highest 
court  of  justice,  or  try  first  to  settle  their  disputes 
by  diplomacy  or  arbitration.  The  decisions  of  the 
International  Peace  Court  should  be  executed  by  a 
special  body  of  men  selected  and  delegated  for  that 
purpose;  an  international  police  force  supported  by 
the  nations  constituting  it,  consisting  probably  of  a 
single  minister,  with  necessary  assistants  and  equip- 
ments, from  each  nation  represented  in  the  confed- 
eracy. 

Tliis  International  Confederacy,  or  Family  of  Na- 
tions, should  be  open  on  equal  terms  to  every  inde- 
pendent nation  that  wishes  to  join,  the  chief  test 
being  the  nation's  willingness  to  support  and  abide 
by  the  rules  and  decisions  of  the  international  tri- 
bunal. There  should  be  granted  to  every  nation  the 
freedom  to  withdraw  from  the  union  when  it  so  de- 
sired.    This  democratic  principle  of  free  initiative 


The  Philosophy  of  Peace  29 

on  the  part  of  all  nations  belonging  to  the  union  will 
strengthen  the  faith  and  confidence  of  all  in  the  sin- 
cerity and  justness  of  the  league.  The  Confederacy 
should  be  concerned  only  with  international  affairs, 
and  should  not  interfere  with  the  internal  affairs  of 
individual  states  and  nations.  By  example,  it  would 
tend  to  do  away  with  autocratic  rule  and  give  a 
larger  share  of  local  autonomy  to  the  states  within 
the  nations,  but  that  is  not  its  object. 

The  chief  purposes  of  such  a  league  of  nations 
are :  to  do  away  with  war  by  making  it  unnecessary 
and  unprofitable ;  to  relieve  the  nations  of  the  neces- 
sity of  maintaining  large  armies  and  navies ;  to  pre- 
vent the  changing  of  national  boundaries  and  the 
subjugation  of  peoples  by  force ;  to  promote  human 
happiness  and  human  welfare ;  to  give  to  all  man- 
kind greater  freedom  and  increased  opportunity  of 
self-government ;  to  encourage  international  trade 
and  interstate  comity;  to  build  up  and  keep  open, 
alike  to  all,  the  great  arteries  and  highways  of  inter- 
national commerce ;  to  substitute  reason  for  force, 
and  make  possible  a  higher  expression  of  the  brother- 
hood of  man. 

Such  an  international  tribunal  or  league  of  na- 
tions in  permanent  session  would  call  for  consider- 
able money;  but  in  comparison  to  the  wastes  of  a 
single  war,  its  outlay  would  be  truly  negligible.  No 
intelligent  person  can  doubt  the  advantage  of  such  a 
plan  over  the  present  one  of  "Rule  or  ruin."    When 


30     Education,  Democracy,  the  League  of  Nations 

once  established  and  working,  the  nations  would 
never  return  to  the  present  plan.  It  would  encour- 
age individual  and  national  development  and  ex- 
pression; stimulate  education,  arts,  science,  indus- 
try, religion;  increase  wealth,  health  and  culture; 
give  confidence,  hope,  contentment;  enabling  man  to 
live  his  best  life  and  give  to  the  world  his  truest  ser- 
vice. But  above  all  it  would  increase  human  kind- 
ness and  make  still  more  possible  the  formation  of 
those  intimate  friendships  between  kindred  spirits 
that  mean  so  much  to  students  in  a  foreign  land. 

In  conclusion  I  desire  to  call  attention  to  one  other 
thought.  We  believe  in  peace,  but  we  educate  for 
war.  Our  textbooks  are  always  behind  our  present 
thought.  They  contain  the  thought  of  yesterday, 
not  the  thought  of  today  or  tomorrow.  We  soon 
come  to  believe  in,  and  in  time  are  shaped  by,  the 
ideals  we  hold  before  us.  Socially,  we  are  creatures 
of  our  environment,  hence  its  importance  in  shaping 
character.  Three-fourths  of  the  space  of  the  school 
textbooks  of  history  is  devoted  to  civics  and  political 
life,  which  represent  less  than  a  sixth  of  man's  ac- 
tivities. Recent  histories  are  giving  less  attention 
to  wars  and  more  to  the  social,  scientific,  and  indus- 
trial progress,  but  they  still  fall  far  short  of  the 
true  proportion. 

In  our  parks  and  public  places  most  of  the  monu- 
ments to  heroes  are  to  war  heroes.  Likewise  our  lit- 
erature and  songs  of  triumph  commemorate  the  deeds 


The  Philosophy  of  Peace  31 

of  war  heroes.  To  most  people  patriotism  means 
fighting  for  the  flag,  or  boasting  of  your  country's 
military  prowess.  Few  people  realize  that  it  re- 
quires greater  courage  to  remain  patient  and  true 
under  adverse  criticism  than  to  go  indifferent  to 
death  in  battle. 

Before  this  awful  war  I  enjoyed  the  singing  of 
'^God  Save  the  King,"  "My  Country  'Tis  of  Thee," 
"The  Marseillaise,"  "Deutscliland,  Deutschland,  iiber 
alles,"  and  other  national  airs.  But  since  the  death 
of  so  many  friends  the  war  spirit  which  the  words 
arouse  give  to  the  songs  a  disappointing  feeling. 

The  confederacy  or  league  of  nations  when  es- 
tablished must  bring  to  its  aid  new  songs,  new  lit- 
erature, new  ideas.  Its  philosophy  is  one  of  peace 
and  right,  not  of  war  nor  might.  Its  patriotism  is 
one  of  service,  self-sacrifice,  brotherly  kindness,  re- 
ligious fervor.  Some  of  the  sweet  singers,  of  whom 
the  countries  now  at  war  have  so  many,  should  write 
for  the  world  a  new  song  commemorating  the  noble 
deeds  of  noble  men,  or  deep  religious  convictions; 
one  that  is  universal  in  its  application;  one  that 
would  inspire  men  of  every  clime,  awaken  feelings  of 
mutual  respect  and  trust,  make  the  stranger  feel  at 
home,  the  foreigner  love  the  people  and  country,  and 
arouse  men  to  right  action  and  to  the  performance  of 
noble  deeds.  The  nearest  approach  to  such  a  song 
that  comes  to  my  mind  is :  "Guide  me,  O  Thou  great 
Jehovah,   pilgrim   through   this  barren  land;  I   am 


32     Education,  Democracy,  the  League  of  Nations 

weak  but  Thou  art  mighty,  hold  me  with  th}'  power- 
ful hand.  Open  now  the  crystal  fountain,  whence 
the  healing  waters  flow;  let  the  fiery,  cloudy  pillar 
lead  me  all  my  journey  through." 


CHAPTER  II 

HARMOXIZIXG   A'OCATIOXAL   AXD    CULTURAL 
EDUCATION  ^ 

Students  of  education  are  well  aware  of  the  fer- 
ment and  disturbing  conditions  through  which  we 
are  passing.  Our  educational  system  is  changing — 
old  elements  dying,  new  elements  entering.  This  rest- 
lessness and  uncertainty  have  never  been  more  pro- 
nounced. But  on  the  whole  it  is  a  healthy  condition, 
unless  the  individual  initiative  and  free  expression 
become  clogged  through  autocratic  action. 

As  is  well  known,  the  system  of  education  under 
which  we  are  working  was  planned  primarily  for 
European  conditions,  where  class  distinction  is  an 
essential  element  of  social  life.  Our  forefathers  did 
not  create  a  new  school  system  but  established  one 
after  European  models.  Their  first  thought,  in 
higher  education,  was  training  for  the  ministry  and 
later  for  public  and  official  life.  It  was  a  training 
of  the  head  and  not  of  the  hand — class  education  of 
doubtful  value.     Years  later  when  education  became 

^  As  given  before  the  N.  E.  A.,  St.  Paul,  Minn.,  July,  1914. 
33 


34     Education,  Democracy,  the  League  of  Nations 

more  general  the  same  system  was  accepted  as  fun- 
damental for  all. 

It  is  this  system  of  education  borrowed  from 
bureaucratic  Europe  that  is  breaking  up,  and  out  of 
it  must  come  a  new  educational  system  created  for, 
and  fitted  to,  the  needs  of  a  true  democracy.  No 
democracy  can  long  live  and  thrive  whose  children 
are  fed  continually  on  the  ideals  that  tend  to  pro- 
duce class  distinctions  and  autocratic  rule.  An 
essential  of  true  democracy  is  individual  freedom. 
The  individual  or  family  that  is  at  the  bottom  today 
may  be  at  the  top  tomorrow  and  vice  versa.  This 
desire  for  larger  freedom  is  one  of  the  strongest  in- 
stincts of  the  human  soul.  It  begins  with  youth  and 
continues  throughout  life.  It  is  the  principal  cause 
of  the  social  unrest  and  when  rightly  nourished  fur- 
nishes the  best  and  truest  products  of  civilization. 
Education  should  not  thwart  it,  but  should  stimulate 
and  use  it  to  the  highest  ends  of  citizenship. 

We  have  been  slow  in  constructing  an  educational 
system  of  our  own — one  representing  the  interests  of 
a  true  democracy,  adapted  to  our  needs  and  suscept- 
ible of  future  progress.  The  scientific  spirit  which 
is  producing  such  marked  changes  in  agriculture,  in- 
dustry, social  and  political  life  is  just  beginning  to 
be  felt  in  education  and  the  teaching  process. 

To  understand  and  shape  the  growth  of  a  plant 
or  an  animal,  one  must  become  familiar  with  its  life 
history.      This   is   more   true  when   applied  to   the 


Vocational  and  Cultural  Education  35 

education  and  development  of  the  individual.  Sel- 
dom is  such  proficiency  reached  even  in  our  best 
teachers.  Too  often  it  is  the  blind  leading  the  blind. 
We  misjudge  the  A^ellow  leaves  as  a  need  for  water 
when  it  is  a  canker  at  the  root.  To  build  truly  we 
must  discover  and  use  right  standards  of  measure- 
ment. This  is  no  child's  play,  but  it  can  and  will  be 
done.  We  are  too  prone  to  accept  the  ideas  and 
methods  of  the  leaders  of  the  past  without  digesting 
them  and  without  realizing  that  we  live  in  a  different 
age  and  under  far  different  conditions.  Much  of  the 
history  of  the  past  has  been  proved  false  but  since 
it  has  shaped  experience  it  needs  to  be  known  and 
rightly  interpreted  in  order  to  understand  the  indi- 
vidual of  today.  The  history  of  education  when 
properly  studied  acquaints  the  individual  with  racial 
evolution,  while  the  study  of  the  child  furnishes  an 
excellent  corrective  and  gives  knowledge  of  individual 
development.  The  ideals  and  methods  of  the  past, 
though  true,  are  valuable  only  when  worked  over  and 
adapted  to  the  conditions  of  the  present.  To  illus- 
trate, the  more  commonly  accepted  definition  of  lib- 
eral education  today  is  that  given  by  Aristotle  over 
two  thousand  years  ago  when  slave  and  serf,  me- 
chanic and  tradesman  were  not  considered  a  part  of 
the  educational  system.  Again,  education  is  not  in- 
frequently defined  as  the  acquisition  of  knowledge 
or  the  training  of  the  intellect,  especially  that  part 
of  the  intellect  known  as  the  memorv.     It  is  erident 


36     Education,  Democracy,  the  League  of  Nations 

we  must  enlarge  our  views.  How  then  are  we  to  har- 
monize vocational  and  cultural  education?  In  the 
first  place  we  must  work  out  a  complete  system  of 
education  fitted  at  every  stage  to  meet  the  wants  of 
the  natural  and  inherent  development  of  the  indi- 
vidual. Education  will  be  conceived  as  the  process 
which  enables  the  individual  to  acquire,  understand, 
appreciate,  and  use  his  social  inheritance,  including 
also  the  product  of  such  experience.  In  directing 
the  child  through  the  richness  of  his  social  inherit- 
ance the  teacher  should  not  overlook  the  physical 
inheritance  and  natural  capacities.  The  education 
will  be  richer  and  more  dynamic  if  the  teacher  ob- 
serves the  natural  order  of  growth  and  feeds  an  in- 
stinct when  it  is  ripe.  Education  as  well  as  culture 
is  an  acquired  product  and  both  must  be  learned 
anew  by  each  generation.  In  a  democracy  ever}'^ 
child  falls  heir  to  the  best  in  the  social  environment 
and  should  be  encouraged  to  enrich  his  life  to  the 
extent  of  his  time  and  capacity. 

We  will  differ  in  our  definition  of  culture,  but,  for 
the  present,  I  shall  consider  it  as  that  training  of 
mind  and  body  which  enables  one  to  see,  appreciate, 
and  use  the  best  things  that  have  been  thought,  said, 
and  done  in  the  world's  history.  Such  a  definition 
limits  the  degree  of  culture  only  to  the  capacity,  op- 
portunity, and  ambition  of  the  individual.  Culture 
is  not  a  veneer,  not  something  added  on  but  some- 
thing worked  in.     It  is  dynamic,  a  growth  and  de- 


Vocational  and  Cultural  Education  37 

velopment  from  within,  an  insight  and  appreciation 
of  the  best  things.  It  may  result  from  any  or  all 
activity  that  is  worth  while.  Every  essential  occu- 
pation and  calling  has  both  a  practical  and  a  cul- 
tural value.  These  cannot  be  separated  without  in- 
jury to  the  character  and  efficiency  of  the  individual. 
The  hand,  the  head,  and  the  heart  of  every  indi- 
vidual need  developing,  and  the  education  is  more 
effective  when  the  three  processes  are  made  mutually 
interactive.  Anything  short  of  this  is  incomplete 
and  unworthy  of  the  educational  s^'stem  of  a  de- 
mocracy. There  cannot  be  two  separate  common- 
school  systems  in  a  republic,  nor  can  a  democratic 
state  consistently  support  separate  class  schools. 
Individuals  differ  but  slightly  in  physical  inheritance. 
The  difference  we  see  is  due  to  social  inheritance  and 
education.  But  in  a  democracy  there  should  be  the 
opportunity  of  the  free  movement  of  the  members, 
especially  when  the  aspirations  are  toward  higher 
levels.  The  children  of  the  professional  class  need 
the  poise,  certainty,  and  strength  that  come  from 
the  training  of  the  hand,  as  the  children  of  the  indus- 
trial class  need  the  perspective,  insight,  and  appre- 
ciation that  come  from  the  cultivation  of  the  mind. 
Who  knows  but  that  in  the  next  generation  they 
shall  have  changed  places  and  be  the  stronger  for 
the  change? 

To  harmonize  and  make  use  of  the  vocational  and 
cultural  elements  in  education,  we  must  recast  our 

50946 


38     Education,  Democracy,  the  League  of  Nations 

public-school  system,  adapting  it  to  the  natural  de- 
velopment of  the  individual,  and  give  place  to  both 
ideas.  Probably  slowly,  but  I  think  surely,  we  shall 
reduce  the  time  of  the  elementary-school  course  to 
six  years,  which  coupled  with  the  first  two  yeai's 
of  the  high  school  will  be,  in  the  main,  common  to 
all.  At  this  point  in  the  course  the  common  educa- 
tion will  be  broken  up  into  many  paths.  Though 
even  in  elementary  education,  while  the  subject-mat- 
ter will  be  largely  the  same  for  all,  excepting  the 
precocious  and  sub-normals,  the  opportunity  will 
always  be  present  for  developing  individual  differ- 
ences. 

Time  will  not  permit  me  to  give  in  full  m}^  thought. 
But  in  brief  we  must  bring  the  individual  into  right 
relations  with  his  physical  and  social  inheritance. 
To  do  this  we  must  organize  our  teaching  to  make 
proper  use  of  the  three  important  stages  of  educa- 
tion: (1)  informal;  (2)  formal;  (3)  a  broader, 
richer,  and  more  dynamic  informal,  or  education 
through  constructive  activity  which  in  general  is 
vocational  and  in  the  truest  sense  cultural.  Through 
the  various  processes  of  informal  education  the  child 
becomes  acquainted  with  the  simple  social  activities 
which  man  has  found  essential  to  his  highest  com- 
fort. These  activities  msLy  be  imparted  through  the 
home,  but  they  can  be  made  richer  if  vitalized  and 
imparted  through  the  school.     The}'  give  in  a  large 


Vocational  and  Cultural  Education  39 

measure  common-sense,  accurate  judgment,  and  sol- 
idity of  character.  Stated  briefly  these  activities 
are:  gardening,  care  of  body,  cooking,  cleaning,  sew- 
ing, weaving,  knitting,  molding,  modeling;  construc- 
tive work  with  leaves,  paper,  cloth,  leather,  wood, 
metal;  observation  trips,  care  of  animals,  slight  in- 
dividual responsibility-,  acting  or  dramatizing,  story- 
telling, plajung,  drawing,  painting,  singing,  etc. 
These  are  the  subjects  that  lie  at  the  foundation  of 
civilization  and  of  individual  development.  They 
are  learned  through  direct  contact,  through  imita- 
tion, and  through  suggestion.  It  is  here  the  child 
learns  to  do  by  doing,  to  share  by  sharing,  to  speak 
by  speaking.  It  is  an  exceedingly  important  part 
of  every  child's  education  which  humanistic  educa- 
tion tends  to  neglect  and  industrial  education  tends 
to  narrow  to  but  one  or  few  lines.  The  school  of 
the  future  must  make  use  of  this  rich  field  either 
before  or  along  with  the  formal  education. 

With  the  beginning  of  language  and  records  came 
a  new  era  in  the  process  of  education  necessitating 
the  learning  of  characters  and  forms  in  which  the 
thought  is  clothed.  Before  one  can  read  or  write,  he 
must  know  the  symbols  used  and  the  effect  of  their 
combination  in  producing  thought.  Ever^'^  subject 
of  study  has  thus  its  formal  side  which  must  be 
learned  before  its  content  can  be  acquired.  This 
period    represents    formal    education    and    in    most 


40     Education,  Democracy,  the  League  of  Nations 

cases  covers  the  entire  school  life.  Its  method  should 
not  differ  materially  from  that  of  informal  educa- 
tion, though  it  is  far  more  complex  and  needs  more 
careful  organization.  Formal  education  puts  the 
individual  into  command  of  the  tools  or  instruments 
of  thought,  as  informal  education  gives  command  of 
those  of  industry.  Hoeing  and  chopping,  as  read- 
ing, writing,  and  drawing,  are  not  ends  in  themselves 
but  only  the  means  to  more  remote  ends.  Too  often 
the  work  of  formal  education  is  made  an  end  in 
itself  and  the  rich  social  inheritance  which  lies  be- 
yond is  never  reached  nor  seen. 

If  the  continuity  between  informal  and  formal 
education  has  not  been  broken,  and  if  formal  educa- 
tion has  continued  the  natural  processes  of  learning 
to  do  by  doing,  to  read  by  reading,  to  write  by  writ- 
ing, to  draw  by  drawing,  etc.,  the  individual  will 
enter  upon  the  third  stage  of  education  through  con- 
structive activity  with  a  richness,  and  hunger,  and 
interest  which  will  mean  the  acquisition  of  most  if  not 
all  the  best  things  in  his  social  inheritance.  Man's 
culture  must  come  through  his  work  and  can  come  in 
no  other  way.  It  should  be  cumulative  and  should 
continue  to  grow  from  birth  to  death.  We  can  har- 
monize vocational  and  cultural  education  by  com- 
bination, at  least  through  the  period  of  elementary 
education.  Give  a  larger  place  in  the  public  school 
to  the  vocational,  and,  through  the  best  in  such  ac- 
tivity, a  deeper  meaning  to  the  cultural.     Vitalize 


Vocational  and  Cultural  Education  41 

the  individual  by  developing  both  the  practical  and 
humanistic  elements  of  his  nature  but  keep  the  public 
school  the  common  center  for  all. 

THE   PLACE   OF  INDUSTRIAL  EDUCATION  IN   A   RATIONAL 
SCHOOL    SYSTEM. DISCUSSION 

It  may  seem  questionable  to  have  an  outsider 
break  into  this  council  of  specialists.  However,  when 
we  consider  that  we  are  all  teachers  with  our  hearts 
set  upon  the  highest  service,  and  that  our  special 
problem  is  the  best  development  of  individuals  who 
are  to  form  a  constituent  part  of  a  democracy,  we 
are  not  so  far  apart  in  our  functioning  as  we  may 
seem.  Earnest  men  and  women  searching  for  the 
truth  have  many  things  in  common.  He  who  be- 
lieves in  the  idea  of  service  must  learn  to  sacrifice 
self  when  that  is  essential  to  the  highest  service. 

Our  present  school  system  is  disappointing  and  Is 
breaking  up.  It  does  not  meet  the  needs  of  a  de- 
mocracy ;  neither  was  it  established  for  such  a  pur- 
pose. In  education  from  the  first  we  have  been  bor- 
rowers of  European  models.  We  have  reached  a 
stage  where  we  are  able  to  walk  alone  and  to  create  a 
public-school  system  which  shall  represent  the  high- 
est expression  of  a  true  democracy.  Such  a  system 
does  not  now  exist,  but  why  should  a  democracy  ac- 
cept as  its  ideal  a  S3^stcm  of  education  created  to 
supply  the  needs  of  an  empire  where  individuality  is 


42     Education,  Democracy,  the  League  of  Nations 

unknown  and  class  distinction  an  essential  part  of 
the  civilization? 

We  are  ready  to  begin  the  building  of  this  new 
system  of  education — one  fitted  to  all  the  common 
needs  of  a  common  people.  It  must  be  worked  out 
in  harmony  with  the  natural  evolution  of  the  indi- 
vidual, be  well  rounded,  complete,  progressive,  fitted 
at  every  stage  to  the  developing  instincts,  and  suited 
to  the  capacity  of  the  individual. 

The  aim  of  the  teacher  in  a  democracy  must  be 
to  make  men  and  women,  not  machines  or  autom- 
atons. Much  of  our  present  education  tends  to  fit 
a  man  to  know  and  to  do  but  a  small  part  of  any 
trade  or  industry.  This  is  a  narrowing  process  and 
undermines  the  ver}'  foundation  of  a  true  education. 
Besides,  it  contains  a  lurking  danger  that  must  in 
the  end  defeat  the  real  purposes  of  a  democracy. 

We  must  not  forget"  that  the  boj's  and  girls  we 
teach  today  will  rule  us  tomorrow.  Our  aim  must 
be  individual  development  rather  than  efficiency. 
Efficiency  means  habits  of  skill,  desirable,  no  doubt, 
in  an  adult.  But  habits  mean  fixed  conditions,  hence 
an  enemy  to  progress  and  true  develojoment.  In  a 
democracy  where  every  member  has  an  equal  voice  in 
shaping  the  policy,  we  need  a  broader  education  than 
is  necessary  in  those  countries  where  the  few  think 
and  legislate  for  the  many. 

We  have  neglected  in  our  schools  much  of  the 
practical  and  have  given  a  supposed  cultural  that 


Vocational  and  Cultural  Education  43 

did  not,  and  does  not,  function.  We  have  awakened 
from  our  slumbers.  Some  say  we  must  establish  sep- 
arate schools,  which,  of  course,  will,  in  time,  bring 
about  class  distinctions.  Others  feel  that  it  is  wiser, 
at  least  during  the  elementary  period,  to  have  a 
common  education  for  all.  But,  in  the  latter  case, 
there  must  be  a  radical  change  in  both  the  method 
and  the  material.  It  may  be  that  the  new  system 
will  incorporate  so  much  of  the  industrial  that  it 
will  be  difficult  to  distinguish  it  from  the  present 
vocational.  Nevertheless  it  will  be  adapted  to  the 
growing  needs  and  development  of  the  individual  and 
have  for  its  chief  aim  the  making  of  men — men  who 
are  self-sustaining,  self-directing,  thoroughly  im- 
bued with  the  dynamic  idea  of  service. 

In  my  judgment,  the  new  school  will  relate  more 
closely  the  practical  and  the  cultural,  making  greater 
use  of  the  three  important  stages  of  education:  in- 
formal, formal,  and  the  broader,  richer,  and  more 
dynamic  informal.  The  last  covers  the  true  voca- 
tional period  of  man's  constructive  life  work. 

The  informal  education  which  for  centuries  has 
been  acquired  mostly  through  the  various  activities 
of  the  home  has  become  so  complex  that  it  can  no 
longer  be  so  acquired.  Besides  specialization  has 
made  such  changes  in  our  social  life  that  the  chil- 
dren no  longer  see  in  the  home  the  activities  once 
engaged  in  by  the  parents.  The  schools  must  there- 
fore   come    to    the    aid    of    the    home    in    finding    a 


44     Education,  Democracy,  the  League  of  Nations 

way  to  place  the  child  in  touch  with  his  social  in- 
heritance at  the  time  when  it  will  be  most  easily 
acquired. 

These  fundamental  things  necessary  to  the  devel- 
opment of  character  and  education,  as  stated  above, 
are:  gardening,  care  of  the  bodj^  cooking,  cleaning, 
sewing,  weaving,  knitting,  molding,  modeling;  con- 
structive work  with  leaves,  paper,  cloth,  leather, 
wood,  metal;  observation  trips,  care  of  animals,  act- 
ing or  dramatizing,  story-telling,  playing,  drawing, 
painting,  singing,  etc.  These  activities  may  be 
greatly  enlarged  and  should  be  taken  up  before,  and 
continued  along  with,  the  second  step,  or  formal 
education.  Formal  education  should  lead  naturally 
into  the  purposive,  constructive,  vocational  activitv 
of  after  life.  There  should  be  one  school  for  all  at 
least  for  the  first  eight  years ;  then  there  should  be 
differentiation  into  the  different  activities  which  are 
to  fashion  the  individuals  more  specificalh'  for  their 
life  work. 


CHAPTER  III 

THE    FUXCTIOX    OF    THE    GRADUATE    SCHOOL    OF 
EDUCATION  ^ 

It  is  now  less  than  eight}''  years  since  the  first 
normal  schools  for  the  training  of  elementary  teach- 
ers were  established  in  the  United  States.  They  gave 
more  attention  to  the  what  than  to  the  how.  It  is 
onl}''  about  thirty  years  since  the  establishment  of 
departments  of  education  in  colleges  and  universi- 
ties. These  had  for  their  chief  function  the  train- 
ing of  secondary  teachers,  and  have  likewise  given 
more  attention  in  their  instruction  to  the  what  than 
to  the  how. 

Within  the  past  two  3'ears  there  have  been  estab- 
lished in  the  United  States  several  strictly  graduate 
schools  of  education,  with  the  expressed  purpose  oi 
preparing  experts  in  all  lines  of  teaching  and  school 
administration;  a  laudable  but  ambitious  undertak- 
ing. It  is  the  function  of  these  graduate  schools  of 
education  that  we  are  now  to  consider. 


'  Read  before  the  National  Council  of  Education  at  Detroit, 
Feb.  22,  1916. 

45 


46     Education,  Democracy,  the  League  of  Nations 

A  study  of  the  mind  of  the  child  reveals  three 
important  instincts  fundamental  to  intelligence. 
With  the  beginning  of  speech  the  child  makes  known 
his  inner  life  by  a  series  of  questions,  which  are 
quite  uniform  in  nature  whatever  the  race  or  stage 
of  development  of  the  child.  They  are  not  the  result 
of  education  but  of  instinct,  the  essence  of  science, 
and  philosophy.  Beginning  with  the  third  year,  the 
child  starts  the  questioning  by  "what  is  it" ;  six 
months  later  by  "why  is  it";  about  the  close  of  the 
fourth  year  by  "how  is  it."  These  questions  are  not 
always  put  in  this  simple  form  but  the  meaning  and 
purport  is  the  same,  however  expressed. 

The  "what"  shows  the  child's  belief  in  the  exist- 
ence of  facts  which  he  is  curious  to  know ;  the  "why" 
indicates  his  belief  in  the  casual  relation  of  things, 
the  purpose  and  reasonableness  of  life;  the  "how" 
indicates  his  desire  to  know  how  things  are  made, 
that  he  in  turn  may  construct  and  describe.  These 
spontaneous  questions  of  the  child  illustrate  the  three 
most  important  stages  of  intelligence;  what  are  the 
facts ;  why  are  these  facts  as  they  are ;  how  were  they 
established  or  brought  about.  It  is  the  dominant 
interest  of  science  to  discover  the  facts ;  of  philos- 
ophy to  explain  and  interpret  them ;  of  education 
(teaching)  to  distribute  and  vitalize  them. 

From  a  study  of  the  individual  it  is  easy  to  see 
that  teaching  is  one  of  the  natural,  inherent,  funda- 
mental processes  of  human  development.     The  hun- 


Function  of  the  Graduate  Scliool  of  Education     47 

crcr  and  search  for  truth,  and  the  effort  to  under- 
stand  and  explain  it,  is  not  more  insistent  than  the 
desire  to  express  and  teach  that  truth  to  others.  But 
since  teaching  is  the  final  step  in  the  process,  it  is 
the  more  complex,  and  includes  all  the  others.  Like 
the  scientist,  the  teacher  must  know  and  appreciate 
the  essential  facts  of  life ;  as  the  philosopher,  he  must 
understand  and  be  able  to  explain  them ;  but  more,  he 
must  live  them  and  stimulate  others  to  live  them. 
True  teaching  consists  in  vitalizing  truth  and  purity. 

Since  the  desire  to  teach  is  so  strong  in  us  all  and 
the  need  for  teachers  so  great,  it  is  not  surprising 
that  many  have  been  pushed  into  the  field  before  their 
preparation  was  sufficient  for  the  task.  They  are, 
almost  without  exception,  hungry  to  leara  and  de- 
sirous of  rendering  the  best  service ;  but  their  foun- 
dation is  so  faulty  and  the  subject  so  complex,  that 
they  are  scarcely  ever  safe  from  the  toils  of  the  wily 
demagogue  or  commercial  exploiter.  Partly,  no 
doubt,  on  account  of  its  complexity  and  partly  on 
account  of  its  later  development  (being  a  social 
instinct),  teaching  has  been  the  last  of  the  learned 
professions  to  receive  attention. 

The  preparation  of  the  teacher  is  usually  consid- 
ered under  two  heads :  the  academic  and  the  profes- 
sional ;  the  academic  covers  the  what  and  the  why, 
the  professional  the  how.  Unless  the  former  is  deep 
and  true  the  latter  cannot  be  made  successful.  No 
one  can  teach  what  he  does  not  know,  neither  can  he 


48     Education,  Democracy,  the  League  of  Nations 

make  others  see  what  he  does  not  himself  see.  But 
perceiving  the  truth  is  not  in  itself  sufficient  test  of 
ability  to  make  others  see  it.  The  tendency  has  been, 
and  still  is,  to  place  too  little  stress  on  the  how.  The 
statement  is  frequently  made,  and  doubtless  believed 
by  some,  "If  an  individual  knows  a  subject  he  can 
teach  it."  Often  the  teachers  of  the  professional  sub- 
jects lack  in  scholarship,  scientific  training,  and 
genuine  Christian  character.  Even  with  their  good 
intention,  it  is  but  an  effort  of  the  blind  to  lead  the 
blind.  It  is  the  short-sighted,  self-assuming,  unscien- 
tific, exploiting  spirit  of  so  many  of  our  profes- 
sional leaders  that  has  brought  disrepute  to  the 
teaching  profession. 

I  have  endeavored  to  call  attention  to  the  fact 
that  teaching  is  instinctive,  based  on  a  real  need  of 
evolution  and  human  intelligence.  Being  the  last  and 
most  important  step  in  human  progress,  it  is  only 
possible,  in  its  best  form,  to  those  who  through  tribu- 
lation have  reached  the  highest  stage  of  human  de- 
velopment. The  teaching  profession  is  without  doubt 
the  highest  calling  open  to  man.  Its  value  to  civili- 
zation is  beyond  measure.  One-tenth  of  the  money 
spent  in  battleships  and  war,  if  devoted  to  teaching 
and  constructive  service  would  give  us  a  new  earth 
with  a  truer  and  better  civilization.  The  teaching 
profession  ought  to  lead  all  others  in  influence  and 
power.  It  should  be  the  aspiration  of  every  member 
of  the  profession  to  become  a  Jordan,  an  Eliot,  or  a 


Function  of  the  Graduate  School  of  Education     49 

Hall.  This  can  never  be  done  if  we  allow  men  in 
other  professions  to  do  our  thinking,  are  satisfied 
with  half-baked  thoughts,  or  bloom  out  at  the  top 
before  there  is  any  depth  of  root.  The  teaching 
profession  is  too  sacred  a  calling  and  too  fraught 
with  danger  to  human  beings  to  enter  upon  its  ser- 
vices lightlj^ 

In  another  paper  I  have  called  attention  to  the 
essentials  in  the  training  of  a  teacher;  here  I  can 
mention  only  a  few  of  the  professional  needs  which 
it  is  the  function  of  graduate  schools  to  stimulate. 
First,  is  the  need  of  thoroughness  and  going  to  the 
bottom  of  things ;  a  clear  understanding  of  the  prob- 
lem and  the  end  in  view;  the  best  means  of  guiding 
others  to  higher  levels  with  the  least  waste  of  effort 
and  time.  The  teacher  must  be  a  biologist  and  know 
life;  he  must  be  a  psychologist  and  understand  the 
workings  of  the  psychic  life ;  he  must  be  a  sociologist 
and  have  som.e  knowledge  of  the  group  conscience 
and  true  human  relations ;  he  must  be  a  philosopher 
and  set  up  right  standards  of  living;  he  must  be  re- 
ligious and  live  consistent  with  his  ideals  and  teach- 
ing. It  may  seem  that  I  have  set  up  a  standard  im- 
possible of  attainment.  But  such  is  not  the  case.  In 
every  individual  all  these  qualities  now  exist  in  em- 
bryo. If  they  have  not  been  developed  in  ever}^  in- 
dividual it  is  because  of  faulty  teaching.  Graduate 
schools  of  education  must  remedy  this,  at  least  in 
coming  generations.     How  often  we  have  wished  to 


50     Education,  Democracy,  the  League  of  Xations 

live  our  school  da^^s  over  again,  that  we  might  cor- 
rect some  of  the  faulty  teaching.  Through  smiles 
and  flattery  our  teachers  prevented  us  from  seeing 
their  ignorance  until  it  was  too  late  to  remedy  the 
evil  wrought.  With  proper  guides  in  our  earlier  and 
later  development  we  would  today  be  living  examples 
of  the  high  ideal  of  the  teacher  as  given  above,  and 
the  difference  in  true  happiness  would  be  great. 

All  through  our  study  the  effort  should  be  to 
come  into  possession  of  a  true  philosophy  of  life.  We 
should  study  to  know  the  child,  to  know  it  in  all 
stages,  to  know  it  in  its  evolution,  to  know  it  as  af- 
fected by  its  environment.  This  again  is  possible 
to  those  who  go  at  it  right.  Since  by  division  only 
the  protozoa  multiply,  it  is  easy  to  see  that  the 
present  amoeba  must  be  as  old  in  its  parts  as  the 
parent  amoeba  of  a  thousand  years  ago.  Likewise 
in  the  evolution  of  man  there  are  complexes  and  ele- 
ments born  with  the  child  of  today  that  are  as  old 
as  the  race  itself.  These  complexes  and  traces  of  the 
experience  of  former  generations  accumulate  with 
the  ages,  are  worked  over  and  recombined  with  other 
elements,  furnishing  the  faith,  the  instincts,  the  cu- 
riosity, the  desires  of  the  sub-conscious  life  upon 
which,  only,  is  it  possible  to  build  a  dynamic  con- 
scious life.  How  short-sighted  we  are  in  our  methods 
w^hen  we  do  not  take  into  consideration  the  force 
and  push  of  this  submerged  four-fifths  of  man  in 
our  effort  to  guide  and  shape  the  conscious  one-fifth 


Function  of  the  Graduate  School  of  Education     51 

or  less.  The  purpose  of  education  should  be  to 
develop  a  self-sustaining,  self-directing,  self-sacrific- 
ing or  altruistic  individual,  keenly  alive  to  the  best 
interest  of  humanity.  To  accomplish  this  ideal  the 
individual  must  be  free  to  work  out  his  own  inner 
life  and  be  held  responsible  for  the  results. 

Broadly  speaking  there  are  two  ideals  of  civic 
life:  imperialism  and  democracy.  In  the  former 
there  are  two  classes  of  society,  the  ruling  and  the 
ruled.  It  is  the  effort  of  one  class  to  impose  its 
will  and  thinking  on  the  other.  In  a  true  democracy 
all  are  equally  free  and  are  held  together  by  the  law 
which  they  in  turn  have  helped  to  construct.  In  edu- 
cation the  tendency  is  nearly  always  toward  im- 
perialism (autocracy).  The  teacher  tends  to  im- 
pose her  will  and  thought  on  the  child;  she  becomes 
not  an  inspirer  and  guide  but  a  task-master. 

The  individual  develops  through  natural  stages  in 
which  the  dominant  interests  almost  completely 
change.  There  are  two  important  cycles  in  develop- 
ment between  birth  and  maturity :  the  first,  extending 
from  birth  to  twelve  or  fourteen,  during  which  the 
individual  is  self-centered,  all  activities  have  their 
relation  in  the  self ;  the  second,  extending  from  twelve 
to  twenty-four,  during  which  the  individual  becomes 
altro-centered,  every  experience  is  worked  over  with 
reference  to  the  new  viewpoint.  Each  of  these  cycles 
has  three  important  levels  which,  if  understood,  can 
be  used  to  great  advantage  in  our  teaching.     The 


52     Education,  Democracy,  the  League  of  Nations 

first,  extending  from  birth  to  four  or  five,  is  a  period 
of  feeling  and  crude  sense  development  and  the  func- 
tioning of  early  instincts,  a  period  of  gathering;  the 
second,  extending  from  five  to  seven  or  eight,  is  a 
period  of  motor  development,  of  dramatization — 
acting  and  doing ;  the  third,  extending  from  seven  to 
twelve  or  fourteen,  is  a  period  of  intellectual  de- 
velopment, of  the  associative  or  higher  brain  cen- 
ters and  the  accessory  muscles,  an  excellent  time  for 
necessary  habituation  and  drill  work.  At  first  the 
dominant  interests  seem  to  be  aroused  through  the 
development  of  the  accessories  or  finer  muscles. 

With  the  growth  changes  that  take  place  in 
adolescence  the  three  stages  of  development  are  again 
repeated  in  the  same  order.  First  come  the  changing 
sense-feelings  and  emotions  due  to  the  growth  of 
the  sex  organs  and  related  tissues,  causing  the  rest- 
lessness, stress  and  strain  of  the  adolescent.  Through 
this  growth  the  entire  leverage  of  the  body  changes 
and  makes  necessary  to  the  youth  the  need  of  re- 
finding  himself  in  motor  habits  and  muscular  control. 
And  finally,  the  medullation  of  the  tangential  nerve- 
fibers,  the  growth  of  the  highest  brain  centers  and 
the  accessory  muscles,  enable  the  youth  to  select  his 
life's  calling,  to  specialize,  and  to  begin  to  live  the  life 
of  a  man. 

I  have  not  time  to  enter  into  the  discussion  of 
ideals  but  will  merely  mention  three  that  have  grown 
up  in  the  process  of  education.     According  to  the 


Function  of  the  Graduate  School  of  Education     53 

first,  the  purpose  of  education  is  to  fashion  the  in- 
dividual in  the  image  of  the  past,  usually  the  best 
past.  It  is  the  humanistic  ideal  and  tends  to  make 
the  civilization  conservative  and  static.  According 
to  the  second,  the  purpose  of  education  is  to  fit 
the  individual  to  the  conditions  of  the  present,  to 
the  immediate  needs  of  the  social,  political,  and 
industrial  life.  It  is  known  as  the  utilitarian  or 
vocational  ideal  and  lays  stress  on  education  for 
industry  and  citizenship.  According  to  the  third, 
the  purpose  of  education  is  to  develop  a  man,  the 
best  man  possible  under  the  conditions ;  to  assist 
nature  through  nurture ;  to  enable  the  individual  to 
find  himself,  and  to  evolve  naturally  and  rapidly  to 
the  highest  levels  and  even  to  rise  above  them.  Ac- 
cording to  the  latter  conception  of  education  the 
initiative  must  come  from  within  and  the  instruction 
must  be  adapted  to  the  capacity  and  ability  of  the 
individual.  Teaching  becomes  the  eiffort  to  make 
others  see  and  live  what  you  see  and  live. 

Development  results  from  the  interaction  of  the 
organism  and  its  environment  by  means  of  which 
both  are  modified.  In  this  process  of  interaction 
there  are  four  factors  that  should  be  noted :  the 
surrounding  physical  environment ;  the  surrounding 
social  environment ;  the  growing  organism ;  and  the 
self-active,  organizing,  directing,  controlling  force 
known  as  aspiration,  longing,  aim.  Man  is  a  great 
dynamo  or  generator  of  vital  energy.     This  energy 


54     Education,  Democracy,  the  League  of  Nations 

is  constantly  increasing  through  nutrition  and 
growth.  It  is  the  purpose  of  education  to  enable 
the  individual  to  organize,  control  and  utilize  this 
energy.  The  process  brings  more  of  hajDpiness  and 
real  worth  when  it  takes  place  under  methods  of 
construction.  This  accumulating  energj^  of  the 
growing  individual  must  have  an  outlet  and  will  seek 
it  in  work  or  pla}^,  in  channels  of  righteousness  or 
in  paths  of  evil.  Education  should  teach  one  to 
make  the  best  use  of  his  inheritance,  to  overcome 
difficulties,  to  live  truly,  and  to  act  nobly. 

It  is  the  function  of  the  graduate  school  of  educa- 
tion to  give  dignity  and  productive  scholarship  to 
the  teaching  profession ;  to  add  to  the  sum  of  human 
learning;  to  discover  better  methods  of  testing  intel- 
ligence, native  ability,  and  human  worth;  to  study 
the  needs  of  subnormal  and  delinquent  children,  in- 
cluding the  cause  and  remedy ;  to  encourage  scientific 
research  in  education;  to  create  a  more  intelligent 
and  more  efficient  body  of  teachers ;  to  direct  edu- 
cational investigations  and  school  surveys,  both  state 
and  national ;  to  furnish  inspiration  and  guidance 
to  normal  schools  and  undergraduate  schools  of  edu- 
cation; to  encourage  able  schoolmen  to  make  use  of 
its  laboratories  in  carrying  on  investigations  that 
may  be  of  value  to  the  profession ;  to  become  a  source 
of  supply  of  the  best  trained  teachers ;  to  prove  the 
fallacy  of  the  thought  that  scientific  research  and 
productive    scholarship    are    incompatible    with    the 


Function  of  the  Graduate  School  of  Education     55 

best  teacliing  ability.  These  are  a  few  of  the  things 
for  which  the  graduate  school  of  education  should 
stand.  But  above  all,  these  schools  should  create  in 
their  midst  the  true  teaching  spirit  and  genuine  co- 
operation in  human  welfare.  They  should  stimulate 
men  and  women  to  become  interested  in  research  and 
productive  activity;  to  discover,  vitalize,  and  pro- 
mulgate truth ;  to  live  in  harmon^^  with  that  truth, 
and  to  inspire  others  to  do  so.  These  schools  should 
create  for  the  teaching  profession  the  confidence 
and  scholarship  that  are  enjoyed  by  the  other 
learned  professions.  In  state  institutions  they 
should  become  the  trusted  centers  of  educational  au- 
thority of  their  respective  states  on  all  subjects 
pertaining  to  the  education  of  the  people,  the  pro- 
fession of  teaching,  and  individual  and  community 
welfare. 


CHAPTER  IV 

THE    MENTAL   DEVELOPMENT    OF    CHILDREN  ^ 

The  nature  of  this  meeting,  the  commemoration 
of  the  twenty-fifth  anniversary  of  the  national  child 
study  organization,  throws  one  into  a  reminiscent 
mood.  The  coming  into  my  home  of  a  daughter  in 
1890  and  of  a  son  in  1891  turned  my  attention  for 
the  first  time  to  real  child  study. 

The  following  year  I  received  my  first  baptism  in 
the  scientific  study  of  children  at  Stanford  Univer- 
sity under  the  direction  of  the  young  but  virile 
prince  in  that  field.  Professor  Earl  Barnes.  In  1894, 
at  Clark  University,  I  came  in  touch  with  that  living 
master  of  research  in  genetic  psychology,  the  father 
of  child  study  in  America,  the  lover  of  truth,  the  chil- 
dren's friend  whom  we  honor  today,  our  own  G.  Stan- 
ley Hall. 

Among  the  early  prominent  leaders  in  this  new 
field  were:  Preyer,  Tiedemann,  Sigismund,  Kuss- 
maul,  Genzmer  in  Germany ;  Darwin,  Sully,  Pollock, 
Warner  in  England;  Taine,  Perez,  Eggert,  Binet, 

^  An  address  given  before  the  National  Education  Associa- 
tion, Pittsburgh,  July,  1918. 

56 


The  Mental  {Development  of  Children        57 

Compayre  in  France ;  Hall,  Dewey,  Baldwin,  Barnes, 
Miss  Sliinn,  Mrs.  Hogan  in  America ;  not  to  mention 
others  whose  excellent  works  in  the  early  eighties  and 
nineties  did  much  to  steady  the  movement.  One  can 
scarcely  keep  back  the  thought  that  if  our  efforts 
had  only  been  stronger  and  our  intelligence  keener 
we  might  have  prevented,  by  working  together,  this 
cruel  war  with  all  its  human  tragedies.  Humanity  is 
the  same  the  world  over.  To  knoAv,  direct,  and 
control  thyself,  or,  in  other  words,  to  discover  God's 
laws  and  obey  them,  is  the  essence  of  all  truth. 

Like  every  new  movement,  child  study  presented 
much  of  dross.  Professional  reputations  were  made 
and  lost  in  a  day.  It  was  difficult  to  select  the  true 
from  the  false.  Discouragements  came  thick  and 
fast.  The  pseudo-expert  who  had  entered  the  field 
for  quick  returns  left  in  disgust.  The  subject  was  so 
complex  and  results  obtained  often  so  meager,  that 
many  of  our  best  students  faltered.  Even  this  or- 
ganization in  an  unguarded  moment  added  fuel  to 
the  criticism  by  changing  the  name  of  the  department 
from  Child  Study  to  the  less  appropriate  term  Child 
Hygiene.  But  Child  Study  in  its  true  sense  has  come 
to  stay.  Hosts  of  teachers  are  again  returning  to 
their  first  love,  and  by  means  of  the  opportunity  now 
furnished  them  through  graduate  schools  of  educa- 
tion, they  will  be  able  to  change  their  entire  attitude 
and  worth  as  teachers.  There  is  to  us  all  but  one 
book,  the  book  of  nature  with  man  its  highest  prod- 


58     Education,  Democracy,  the  League  of  Nations 

uct  and  only  interpreter.  The  true  interpretation  of 
this  book  gives  all  the  truth  and  culture  to  be  found 
in  human  life.  Every  individual  has  or  may  have 
the  key  which  unlocks  this  sacred  storehouse  of  all 
wisdom.  The  deeper  and  richer  our  study  the  more 
we  become  convinced  that  the  essence  of  life  and  the 
laws  of  growth  are  the  same  in  plant,  animal,  man. 
The  study  of  one  leads  to  a  knowledge  of  all.  Each 
is  fashioned,  through  inheritance,  to  a  special  mould 
from  which  it  cannot  deviate  except  in  the  slightest 
degree,  and  then  only  on  the  juxtaposition  of  the 
greatest  forces  working  in  harmony.  The  common 
elements  in  all  life  are  so  numerous  and  so  convinc- 
ing that  only  the  ignorant  or  mentally  perverse  need 
fail  to  see  the  relation  and  catch  the  spirit  of  the 
unity  of  life. 

From  the  lowest  to  the  highest  forms  of  life  this 
unity  and  conditioning  of  one  by  means  of  the  other 
leads  to  faith  in  the  plan  and  reverence  for  the  truth 
that  shall  make  us  free.  Under  other  circumstances 
I  should  like  to  call  your  attention  to  some  of  the 
beauties  of  the  law  of  evolution,  as  manifested  in 
the  lower  forms  of  life,  indicating  the  value  of  con- 
struction and  increase  of  life  to  destruction  and  loss 
of 'life,  but  another  problem  awaits  me. 

Man  begins  the  journey  of  life  as  the  plant  or 
other  animals,  with  a  single  cell.  Through  growth 
and  cell-division  the  change  is  miraculously  rapid  at 
first,  increasing  over  nine  hundred  millionfold  dur- 


The  Menial  Development  of  Children        59 

ing  the  first  nine  months  and  then  increasingly  slower, 
or  about  twenty  fold  more  in  the  next  twenty  or 
twenty-five  years.  By  adult  life  the  single  cell  of 
the  beginning  has  multiplied  to  represent  more  rather 
than  less  than  four  hundred  billion  cells  clustered 
into  groups  and  differentiated  into  organisms  each 
with  its  special  function  and  work  to  perform.  Any 
disturbance  of  a  single  organ  may  be  sufficient  to 
throw  the  whole  machinery  out  of  gear.  To  illus- 
trate, tlie  thyroid  gland,  the  function  of  which  is  not 
yet  well  understood,  seems  to  secrete  a  food  essential 
to  higher  brain  growth  and  functioning,  and  also  to 
act  favorably  as  a  remover  of  the  toxic  products  of 
metabolism  of  the  higher  nervous  system.  Hence 
any  pathological  condition  of  the  thyroid  gland,  as 
in  goiter,  myxedema,  cretinism,  is  apt  to  be  accom- 
panied with  severe  mental  disturbance,  if  not  a  com- 
plete nervous  breakdown  and  feeble-mindedness.  It 
is  the  clearer  knowledge  of  this  conditioning  rela- 
tion between  the  parts  and  functionings  of  the  body 
that  is  bringing  clearer  to  consciousness  the  vital 
need  of  the  psychological  clinic  and  intelligence  test- 
ing to  the  public  school  system.  If  we  surround  the 
child  with  a  suitable  environment,  remove  as  far  as 
possible  the  evil  effects  of  parental  mistakes,  feed 
each  organism — physical  and  psychical — when  hun- 
gered and  nascent,  teach  the  individual  to  direct  and 
control  the  lower  processes  of  thought  and  action  by 
means  of  the  higher,  nature  will  do  the  rest  and  we 


60     Education,  Democracy,  the  League  of  Nations 

shall  all  be  proud  of  the  product.  The  living  organ- 
ism must  fill  the  mould  before  it  can  change  or  break 
it;  that  is,  all  progress  of  civilization  takes  place 
at  the  top  after  the  mould  of  inheritance  has  been 
outgro^Ti. 

The  individual  of  today  represents  the  accumu- 
lated experiences  of  countless  generations.  At  the 
bottom  of  the  push  for  greater  and  better  life  is  the 
will  to  live.  It  is  found  in  all  animal  existence, 
and  causes  the  struggle  that  makes  for  civilization. 
Through  it  the  one-celled  animal  adds  sustaining 
elements  to  all  life  about  it.  Nature's  laws  are  eter- 
nal and  cannot  be  broken  or  set  aside  without  injury 
to  the  whole  fabric.  To  live  and  act  in  harmony 
with  these  laws  means  the  fulfillment  of  God's  plan 
and  the  establishment  of  the  greatest  good  and  hap- 
piness to  man. 

Every  cell  or  organism,  Avhether  acting  alone  or  in 
group,  manifests  this  particular  individual  will  to 
live;  when  acting  in  group  it  takes  on  a  new  func- 
tion without  surrendering  the  old,  i,  e,  the  will  to 
live  as  a  member  of  the  special  group.  This  is  the 
essence  of  all  later  development,  whether  phj^sical  or 
psychical,  and  probably  represents  the  biological 
root  of  individualism  and  socialism,  a  dualism  in  all 
that  cannot  be  changed  without  the  destruction  of 
life    itself. 

But  passing  from  the  early  beginnings  to  the  twen- 
tieth century  man,  he  is,  as  is  well  known,  the  em- 


The  Mental  Development  of  Children         61 

bodiment  of  all  that  has  gone  before.  To  every  in- 
dividual, through  growth  and  development,  is  fur- 
nished the  opportunity  to  pass  rapidly  through  the 
conditioning  experiences  of  all  the  past,  and  then  add 
his  bit  of  truth  at  the  top  for  the  sustaining  happi- 
ness of  coming  generations. 

Because  of  the  rich  inheritance  that  falls  to  the 
lot  of  every  individual  and  the  conditioning  effect  of 
the  inner  life  upon  growth  and  development,  intellec- 
tual freedom  becomes  a  matter  of  necessity  for  all, 
or  their  failure  to  advance  is  ours,  not  theirs.  In 
this  growth  and  living  over  the  history  of  the  past 
the  individual  does  so  on  many  different  levels.  There 
are  three  in  particular,  found  in  childhood  and 
again  repeated  in  adolescence,  to  which  I  desire  to 
call  your  attention.  From  birth  to  twent}^  or  pos- 
sibly twenty-five  the  individual  passes  through  two 
important  life-cycles  of  growth  each  containing  three 
distinct  stages  or  levels  of  growth.  The  first,  from 
birth  to  two  or  possibly  three,  is  the  emotional  level 
when  the  feelings  are  dominant.  The  child  is  now 
a  dermal  animal.  The  epithelial  tissue,  which  in- 
cludes not  only  the  covering  of  the  bod}^  but  also 
the  alimentary  canal,  the  lungs,  nervous  system,  etc., 
is  making  its  greatest  growth,  and  since  it  contains 
all  the  sensitive  end-organs,  it  is  easy  to  see  why 
the  feelings  are  now  storing  up  a  rich  harvest  for 
future  use. 

The  second,  from  three  to  seven  or  eight,  is  the 


62     Education,  Democracy,  the  League  of  Nations 

volitional  level  when  will  is  dominant.  The  child  is 
now  a  motor  animal.  The  muscles,  especially  the 
large  fundamental  muscles,  are  passing  through  their 
most  rapid  growth,  and  require  the  exercise  that 
makes  of  the  child  a  dramatic  or  doing  animal. 

The  third,  from  eight  to  twelve  or  fourteen,  is 
the  intellectual  level  when  intelligence  begins  to  get 
control  and  is  dominant.  The  child  is  now  a  dis- 
criminating animal.  The  finer  muscles  are  develop- 
ing and  demanding  exercise  or  use.  Skill  of  move- 
ments now  takes  the  place  of  the  awkwardness  of 
former  years  and  lays  the  foundation  of  the  formal 
side  of  education  essential  in  later  years. 

As  is  well  known,  all  true  education  develops  from 
within  and  cannot  be  hurried  nor  aided  by  dictation 
nor  force  from  without.  If  education  is  the  change 
wrought  in  an  organ  or  organism  through  individual 
experience,  one  can  see  how  by  following  in  the  path 
of  the  biological  steps  here  shown  and  conforming 
our  teaching  to  the  inevitable  laws  of  nature,  we 
could  soon  create  a  new  civilization. 

True  teaching  consists  in  discovering  the  natural 
laws  of  human  development  and  bringing  the  mental 
food  to  the  child  in  the  form  and  at  the  time  in  which 
it  is  needed  and  can  be  utilized.  This  first  cycle  of 
individual  growth  is  known  as  childhood.  It  is  sel- 
fish, individualistic,  and  based  on  physical  hunger, 
food-getting  and  self-preservation. 

The  second  cycle  is  known  as  the  cycle  of  adoles- 


Tlie  Mental  \Development  of  Children        63 

cence.  It  repeats  in  a  similar  order  the  same  three 
levels  or  stages  of  development.  A  new  birth  oc- 
curs, the  entire  physical  growth  begins  anew.  The 
motive  is  sex  hunger,  procreation,  and  parental  in- 
stincts. Socialism  and  altruism  become  necessary 
concomitants  of  future  existence  and  tend  to  in- 
crease the  individual  love  of  life  and  interest  in  na- 
ture. 

The  difference  in  the  rate  of  development  now  be- 
tween the  boy  and  girl  makes  it  necessary  in  our 
scheme  to  separate  them.  Hence  I  shall  proceed  with 
the  boy  in  mind.  From  fourteen  to  sixteen  the 
dominant  growth  changes  seem  to  be  dennal  affect- 
ing the  epithelial  tissue  and  producing  innumerable 
new  feelings  and  emotional  desires.  This  is  known 
as  the  adolescence  period  par  excellence  in  gather- 
ing, testing,  trying-out,  and  storing  away  new  expe- 
riences, laying  the  foundation  for  later  versatility 
and  strength. 

From  sixteen  to  eighteen  (the  definiteness  of  these 
statements  should  not  indicate  that  there  are  not 
many  overlappings)  is  the  second  period  of  most 
rapid  growth  of  the  large  fundamental  muscles 
when  the  will  and  the  desire  to  do  are  again  dom- 
inant. This  is  the  time  for  general  training  and 
education.  The  boy  now  delights  in  rivalry  and 
feats  of  strength.  If  he  is  not  handled  right  he  ma}' 
leave  school  before  his  time  to  enter  the  dynamic 
world  where  he  can  do  and  dare.     Woe  to  the  insipid 


6i     Education,  Democracy,  the  League  of  Nations 

teacher  in  this  stage  and  the  next ;  later  genera- 
tions must  suffer  for  the  want  of  a  man.  Today,  as 
never  before,  the  world  needs  men,  truly  educated 
men ;  men  of  clear  vision  and  consecrated  wills ;  men 
who  believe  in  God  and  love  His  children;  men  who 
will  not  hesitate  nor  falter  where  truth  points  the 
way. 

From  eighteen  to  twenty  or  twenty-five  is  the 
period  of  the  second  rapid  development  of  the  finer 
or  accessory  muscles.  This  is  the  period  par  excel- 
lence for  specialization  in  education,  the  selecting 
of  a  profession  or  trade  and  perfecting  ability  and 
worth  in  it ;  seeing,  appreciating,  and  promulgat- 
ing the  finer  things  of  life.  The  individual  is  sure 
to  appreciate  the  natural  order  of  human  develop- 
ment and  have  many  inclinations  to  follow  it  in  the 
direction  of  a  higher  life  and  a  better  civilization.  If 
he  does  not  improve  upon  his  inheritance  it  is  be- 
cause of  a  faulty  environment  or  bad  teaching  and 
not  because  that  God  so  willed  it. 

If  you  have  followed  me  thus  far  I  shall  ask  you  to 
go  with  me  now  over  another  step  which  to  my  mind 
is  the  most  important  of  all.  I  have  been  considering 
human  development  ontogenetically ;  I  desire  now 
to  consider  it  phylogenetically.  As  the  individual 
passes  through  his  ontogeny  by  means  of  special 
steps  or  levels,  so  he  lives  over  and  develops  his 
racial  history  on  definite  stratas  or  special  levels, 
three  of  which  must  have  held  his  forbears  fixed  for 


The  Mental  (Development  of  Children        65 

ages.  If  we  now  take  a  sweeping  view  of  racial 
history  and  experience,  we  note  that  besides  the  dual- 
ism resulting  from  the  interaction  of  the  physical 
and  psychical,  there  is  the  well-known  trinity  of  the 
psyche — emotion,  volition,  intelligence.  Now  if  we 
consider  the  larger  period  of  human  development 
when  the  feelings  and  emotions  are  dominant,  and 
when  body  growth  is  the  principal  function,  I  think 
we  can  safely  say  it  covers  the  first  twenty  to  twen- 
ty-five years  of  life.  Barring  the  stress  and  strain 
and  the  many  struggles  of  altruism  that  appear,  it 
is  the  period  of  selfish  individualism,  the  perfecting 
of  the  body  and  of  being  stimulated  through  the  fun- 
damental feelings  and  emotions.  It  is  a  period  of 
body  building,  egoism,  and  self-preparation.  The 
chief  motive  is  physical  hunger,  including  the  instinct 
of  self-preservation. 

From  the  early  twenties  to  forty-five  or  fifty  the 
whole  purpose  and  nature  of  life  changes.  It  is  now 
actuated  by  sex  hunger,  procreation,  parenthood, 
and  the  protection  and  care  of  the  young.  As  the 
former  life  centered  in  the  immediate  interest  of  the 
individual,  the  development  of  a  strong  body  and 
an  energetic  mind,  the  present  life  centers  around  the 
needs  and  immediate  interests  of  offspring.  It  is  to  a 
degree  social  and  altruistic.  We  begin  to  live  for 
others ;  the  family,  the  clan,  the  tribe,  the  race,  the 
nation.  It  is  the  period  of  construction,  home-mak- 
ing, industr}",  practical   sciences,  lower  patriotism, 


66     Education,  Democracy,  the  League  of  Nations 

sectionalism,  nationalism.  In  a  broad  sense  it  is 
the  volitional  period  of  life  -par  excellence,  when  men 
for  the  sake  of  offspring  and  his  immediate  group 
executes  the  earlier  fundamental  functions  of  the 
world's  work. 

From  fifty  to  seventy-five  or  eighty,  as  life  is  now 
constituted,  is  another  vitally  important  period  to 
every  normal  individual.  It  is  the  period  of  intel- 
ligence par  excellence  when  the  individual,  who  has 
lived  in  harmony  with  nature's  plan,  is  free  and  ready 
to  render  his  best  service  to  humanity.  The  indi- 
vidual who  has  lived  wisely,  and  passed  normally 
through  the  other  two  stages,  is  now  ready  to  enter 
efficiently  and  religiously  upon  his  highest  life's  work. 
It  is  to  the  healthy  individual  the  period  of  con- 
structive thinking,  as  the  first  was  one  of  feeling  and 
emotion,  and  the  second,  one  of  volition.  The  fun- 
damental motive  now  is  the  hunger  for  truth,  the 
desire  to  know  the  true  purpose  of  life,  and  the  will 
to  render  the  greatest  service  to  mankind.  Man  has 
now  come  into  vital  touch  with  his  spiritual  inherit- 
ance, the  last  great  level  on  and  through  which  he 
is  permitted  to  live ;  but  how  worthy  may  be  the  end- 
ing and  the  service  rendered. 

Each  level,  no  doubt,  represents  ages  of  static 
conditions  of  the  race,  until  some  fortuitous  varia- 
tion, more  useful  than  others,  led  the  race  that  sur- 
vived to  a  higher  level.  Through  these  ages  of  strug- 
gle and  push  upward  of  our  ancestors,  we  may  move 


The  Mental  >D'evelopmejit  of  Children        67 

rapidly  through  the  entire  history  and  come  again 
into  vital  touch  with  the  essential  experiences  of 
the  entire  past.  The  latter  is  what  is  meant  by  true 
culture.  To  all  individuals  such  a  mission  is  pos- 
sible and  intended.  If  we  do  not  live  to  enter  upon 
it,  or  become  fixed  in  a  lower  level  when  it  was  in- 
tended we  should  serve  in  a  higher,  the  fault  is  ours, 
our  parents'  or  our  teachers'  and  not  that  of  nature. 
I  have  turned  over  rapidly  in  your  presence  a  few 
pages  of  the  book  of  nature,  quoting  at  random  a 
few  of  the  thoughts  that  appeared  on  the  surface ; 
that  I  have  not  been  able  to  select  the  best  nor  com- 
pletely satisfy  my  hearers  is  as  plain  to  me  as  it  is 
to  you.  With  this  foundation  I  should  like  to  dis- 
cuss more  fully  the  mental  development  of  children. 
If  you  have  follow^ed  me  thus  far,  you  can  add  the 
details ;  if  you  have  not  been  able  to  follow  me,  the 
details  themselves  would  be  uninteresting.  True  in- 
telligence can  only  be  developed  when  the  organism 
concerned  is  nascent  and  supplied  with  sufficient 
energy.  Some  minds  are  able  to  utilize  more  intel- 
lectual food  than  others,  and  there  are  times  Avhen 
all  are  dull.  All  children  respond  to  teaching  that 
is  well  directed  and  furnished  in  proper  quantity 
and  right  quality.  The  three  intellectual  periods 
mentioned  above  are  the  ones  in  which  the  growth 
of  intelligence  should  be  stressed,  but  all  levels  are 
vital  to  the  life  of  the  individual  and  should  be 
given  sufficient  food  and  stimulation,  when  nascent. 


68     Education,  Democracy,  the  League  of  Nations 

The  three  psychic  elements  of  feeling,  willing,  know- 
ing are  combined  in  every  act  and  so  interrelated 
that  one  cannot  be  developed  far  without  the  other. 

One  fact  of  human  development  I  should  like  to 
leave  with  you  with  such  burning  clearness  that  you 
can  never  forget  it.  The  book  of  nature  from  which 
I  have  been  sketching  is  written,  through  nervous 
complexes,  impulses,  traits,  instinctsj  indelibly  in  the 
soul  of  every  individual.  The  least  stimulation  of 
these  latent  elements  when  nascent  and  ripe  will  set 
them  off.  When  nature  becomes  to  you  a  mirror, 
look  in;  behold  thyself  and  see  God.  \^^iy  any  man 
who  by  controlling  his  own  complexes  and  working 
out  his  own  salvation  might  become  great,  should  de- 
sire to  force  his  thought  and  methods  of  thinking 
upon  another,  thus  preventing  the  other  from  reach- 
ing his  highest  goal,  is  an  enigma  hard  to  under- 
stand. Teachers  should  avoid  it  and  never  give  for 
truth  what  is  not  truth.  Education  should  make 
men  free,  and  not  slaves. 

Are  you  intelligent  and  clean  .^  Are  you  blessed 
with  a  real  hunger  for  truth?  Have  you  been  a 
faithful  student  of  child-lif e  .'^  Do  you  realhj  love 
children?  All  children?  You  are  saved;  go  forth 
and  save  others. 


CHAPTER  V 


The  Avorld  war  with  its  surprises,  disappoint- 
ments, inhumanity  and  death,  created  no  new  prob- 
lems of  education  and  government,  though  it  caused 
many  old  ones  to  stand  forth  in  a  new  and  clearer 
light  to  intelligent  humanity.  It  has  furnished  the 
background  bringing  into  clearer  relief  the  many 
false  and  mistaken  ideas  of .  the  past.  For  many 
years  prior  to  the  war  advanced  thinkers  had  advo- 
cated the  complete  reorganization  of  the  educational 
sj'stem  in  the  direction  of  a  truer  democratization  of 
education,  and  of  social,  political,  industrial,  com- 
mercial, and  religious  welfare.  They  foresaw  the 
necessity  of  a  complete  change  from  the  autocratic 
to  the  democratic  form  of  education  and  government ; 
from  the  mistaken  methods  of  commercial  competi- 
tion and  unjust  rivalry  to  those  of  mutual  co- 
operation, fair  and  open  dealing,  and  benevolent 
support.  They  endeavored  to  bring  about  more 
genuine  equality  of  educatio/nal  opportunities,  a 
closer  union  of  interests,  a  more  natural  and  even 

>  April  i,  1919. 

69 


70     Education,  Democracy,  the  League  of  Nations 

sharing  of  responsibilities  and  rewards,  and  to  stimu- 
late genuine  social,  industrial,  religious,  and  political 
betterment. 

One  frequently  hears  expressions  of  surprise  as 
students  in  the  history  of  education  discover  for 
the  first  time  the  close  resemblance  of  national  sys- 
tems of  education,  however  far  apart  the  countries 
may  be  situated  on  the  map.  If  we  knew  more  con- 
cerning the  nature,  origin,  struggles,  and  possibili- 
ties of  the  genus  homo  and  progeny  we  could  not 
give  encouragement  nor  voice  to  songs  of  hate 
against  members  of  the  human  family  even  in  times 
of  war.  The  real  character  of  individuals  and  na- 
tions at  war  is  the  same  as  their  character  in  times 
of  peace,  though  it  seems  different.  War  is  always 
destructive  and  brings  out  the  lower,  more  primitive, 
and  less  desirable  emotions ;  while  peace  is  naturally 
constructive  and  stimulates  the  higher,  more  humane, 
and  more  intelligent  emotions.  Even  in  war  the 
innocent  should  never  be  made  to  suffer  in  punish- 
ment for  the  faults  of  the  guilty.  If  the  close  of 
a  war  brings  just,  humane,  and  democratic  peace  it 
will  go  far  toward  preventing  the  recurrence  of  an- 
other war.  Humanity  is  much  the  same  at  core  the 
world  over,  and  in  war  the  lower  brute  nature  be- 
comes supreme  and  makes  fools  of  all.  It  is  hard 
to  be  fair,  just,  and  honest  with  an  enemy,  but  it 
is  God's  way  and  proves  best  in  the  end. 

The  marked  resemblance  of  the  educational  sys- 


The  Reorganization  of  Education  71 

terns  but  indicates  the  commonality  and  close  rela- 
tionship of  men  and  nations.  It  was  two  hundred 
years  after  the  Renaissance  and  a  hundred  years 
after  the  Reformation  that  our  forefathers,  seeking 
religious  liberty,  began  the  early  settlements  of 
America,  They  had  passed  through  stirring  times 
at  home,  were  schooled  to  the  struggles  and  cruelties 
of  war,  the  deadening  influence  of  military  autocracy 
with  its  class  distinction  and  favoritism  in  education. 
But  their 'education  on  the  whole  was  meager  (being 
mostly  of  the  middle  and  lower  classes)  and  they 
knew  no  other  than  the  autocratic  or  imperialistic 
type  which  they  had  left  behind.  Hence  they  set 
up  in  the  western  wilderness,  their  new  homes,  the 
type  of  European  education  with  which  they  were 
familiar,  and  this  type  has  continued  much  the 
same,  at  least  in  form,  until  the  present.  Educa- 
tion is  conservative  and  when  once  established  tends 
to  perpetuate  itself  without  change.  This  in  part 
accounts  for  the  resemblance  of  educational  systems 
starting  originally  from  the  same  source. 

It  is  true  that  there  are  many  disintegrating  and 
synthetizing  factors  in  any  educational  system,  re- 
sulting from  the  overflow  of  native  energy  of  healthy 
individuals,  the  changing  conditions  of  society,  and 
the  lack  of  harmony  with  the  needs  of  the  environ- 
ment. But  these  forces  are  generally  met  and  over- 
come by  the  conservatism  of  teachers  trained  in  the 
old  schools.     On  this  account  the  educational  svs- 


72     Education,  Democracy,  the  League  of  Nations 

tern  of  democratic  America  and  the  people  differ  but 
little  from  the  educational  systems  and  the  peoples 
of  autocratic  and  imperialistic  Europe.  The  paro- 
chial school  of  America  is  still  closer  related  to  the 
elementary  schools  of  Europe,  but  not  so  well  or- 
ganized and  less  efficient.  Since  it  is  the  experiences 
and  habits,  good  and  bad,  false  and  true,  of  one  gen- 
eration that  are  transferred  to  the  children  of  the 
next  through  the  educational  system  more  than  in 
any  other  way,  it  behooves  all  good  citizens  to  keep 
a  close  and  critical  watch  on  the  schools.  False 
ideas  of  education  and  wrong  methods  of  teaching 
when  once  established  are  difficult  to  correct  or  to 
eradicate  through  many  generations. 

All  modern  systems  of  education  originated  in 
and  are  the  outgrowth  of  autocratic  forms  of  gov- 
ernment, adapted  to  meet  the  desires  and  supposed 
needs  of  the  favored  classes  and  to  hold  in  check  and 
stable  equilibrium  the  toiling  masses.  There  have 
been  periods  in  the  history  of  civilization  when  the 
undercurrent  of  democracy  was  all  but  strong 
enough  to  completely  overthrow  autocrac}^  in  gov- 
ernment and  education  modifying  at  times  the  curric- 
ula and  changing  to  a  certain  degree  the  methods 
of  instruction.  One  such  period  was  in  the  be- 
ginning of  the  Christian  era,  another  in  the  time 
of  the  Renaissance  followed  by  the  Reformation,  an- 
other in  the  time  of  Rousseau  followed  by  Pestalozzi 
and  Froebel,  man}"  more  might  be  mentioned.   But  the 


The  Reorganization  of  Education  73 

subtle  influence  of  autocrac}'  when  once  established, 
the  inertia,  conservatism,  and  ignorance  of  the 
masses  cause  them  to  again  submit  to  the  dictation 
and  direction  of  the  classes  rather  than  to  follow 
their  own  leaders  into  new  but  better  fields  of  thought 
and  action.  Autocracy,  familiar  with  these  weak- 
neses  of  humanity,  is  able  to  take  advantage  of  the 
democratic  masses  and  to  prey  upon  them  through 
deception,  and  thus  swing  to  the  saddle  again  after 
ever}'  seeming  overthrow.  To  make  the  world  safe  for 
democracy  and  to  give  to  humanity  a  chance  to  move 
forward  is  no  child's  play,  and  the  most  difficult  part 
of  the  whole  undertaking  is  now  upon  us  and  immedi- 
ately before  us.  After  sacrificing  eight  million  lives 
of  the  world's  best  in  battle  and  maiming  or  wound- 
ing four  times  as  many  more,  not  to  speak  of  the  indi- 
rect suffering  and  the  immense  labor  and  money  loss, 
it  would  seem  that  the  people  would  not  permit  the 
world  to  fall  back  in  the  same  old  ruts.  But  it 
will  if  autocracy  has  its  way  in  bringing  about  an  un- 
just peace  and  in  preventing  the  establishment  of 
a  truly  democratic  league  of  nations.  This  is  the 
crucial  period  of  democracy  and  the  league  of 
nations. 

The  reorganization  of  education  to  meet  the  needs 
of  democracy  and  the  whole  people  is  no  easy  task. 
There  are  no  landmarks  to  direct,  and  while  such 
changes  have  long  been  advocated  by  advanced  think- 
ers, they  still  exist  only  in  theory.     Autocracy  has 


74     Education,  Democracy,  the  League  of  Nations 

long  stood  in  the  way  of  such  democratic  changes 
being  brought  about  and  will  continue  to  block  them 
whenever  and  Avherever  possible.  The  conception, 
philosophy,  and  purpose  of  education  as  conceived 
by  the  ruling,  exploiting  autocratic  few  are  wholly 
different  from  those  of  the  intelligent  democratic 
masses.  It  may  not  be  necessary  for  the  sake  of 
clearness  to  state  that  all  individuals  are  at  times 
autocrats  and  again  democrats  (bolshevism  so  uni- 
versal at  present  is  a  form  of  autocracy  at  the  other 
end  of  the  scale  of  humanity  from  imperialism),  au- 
tocracy representing  the  dominance  of  the  special, 
individual,  selfish  self,  while  democracy  represents 
the  dominance  of  the  general,  social,  altruistic  self. 
Both  elements  are  necessary  to  make  a  true  man, 
and  the  right  blending  of  the  two  gives  the  highest 
and  best  type  of  manhood.  It  is  only  when  one's 
autocratic  nature  dominates  and  suppresses  his 
higher  democratic  (altruistic)  nature  that  the  world 
is  made  to  suffer  for  the  want  of  a  true  man.  But 
what  is  true  of  individuals  when  acting  alone  is 
equally  true  of  groups  of  individuals,  societies,  and 
nations.  When  a  few  individuals  in  whom  the  auto- 
cratic self  is  dominant  join  together  in  secret  alli- 
ances for  selfish  ends  they  multiply  many  fold  their 
power  for  evil,  lower  the  moral  tone,  and  reduce  in 
a  marked  degree  their  power  and  influence  for  good. 
It  is  this  union  of  autocratic  individuals,  usually 
not    more   than    three    per   cent    and    scarcely   ever 


The  Reorganization  of  Education  75 

over  ten  per  cent  of  the  people,  into  secret  organiza- 
tions and  alliances  for  self-aggrandizement  and  the 
control  and  direction  of  the  masses,  that  creates  the 
chief  danger  to  societ}^  and  prevents  the  growth 
and  spread  of  democracy.  To  the  victor  belongs 
the  spoils  is  the  doctrine  and  practice  of  autocracy 
but  never  of  democracy.  Democracy  is  always  will- 
ing to  go  two-thirds  of  the  way  to  strengthen  the 
weak  and  worthy,  but  true  democracy  can  never 
be  made  to  compromise  with  evil  no  matter  how  great 
might  be  the  selfish  gain. 

The  autocracy  of  education  has  grown  up  with 
and  become  part  of  the  autocracy  of  government 
and  the  still  more  subtle  autocracy  of  religion;  the 
latter  is  now  almost  as  far  removed  from  the  true 
spirit  and  democracy  of  the  people  as  it  was  in  the 
time  of  Jesus.  Favoritism  of  the  special  classes  and 
unjust  treatment  of  the  toiling  masses  in  all  these 
fields  have  become  such  common  practices  of  social, 
political,  religious,  industrial,  and  commercial  activ- 
ities that  most  people  have  come  to  accept  them  as 
a  matter  of  course  if  not  an  absolute  necessity  to 
human  civilization.  Every  educational  system  has 
been  stimulated  by  and  adapted  to  this  false  philoso- 
phy of  life,  industry,  politics,  and  religion.'  We 
see  its  uncivilizing  and  damaging  infiuence  at  work 
now  in  the  world  peace  congress,  preventing  a  fair 
and  just  peace  and  the  establishment  of  a  truly 
democratic  league  of  nations  and  open  diplomacy. 


76     Education,  Democracy,  the  League  of  Nations 

Autocracy  is  always  willing  to  preach  democracy 
and  accept  its  favors  providing  it  is  granted  the 
advantage  in  the  start,  given  the  best  places,  and 
sufficient  assurance  of  being  able  to  maintain  them. 
This  is  not  democracy  though  it  may  go  under  that 
name  and  be  falsely  called  democracy. 

When  the  people  realize  that  the  whole  educa- 
tional system  is  honeycombed  with  this  false  im- 
perialistic philosophy  of  life  and  human  development, 
and  that  awakened  humanity  is  pleading  for  the 
opportunity  to  try  out  the  more  promising  demo- 
cratic philosophy  of  life  and  human  development 
in  order  to  create  international  amity  and  prevent 
lawlessness  and  the  spread  of  anarchy  (the  natural 
growth  of  favoritism  of  the  classes  and  unjust  treat- 
ment of  the  masses),  they  will  be  ready  for  and  de- 
mand the  fundamental  changes  that  must  take  place 
in  educational  systems  before  the  world  can  be  made 
safe  for  democracy.  These  changes  of  thought  and 
action  can  not  take  place  with  the  adults  whose 
education  and  habits  have  become  fixed,  but  if  de- 
sired they  may  be  completely  incorporated  in  the 
future  thought  and  education  of  the  children.  It 
stands  to  reason  that  these  needed  democratic 
changes  in  the  educational  system  will  never  be 
brought  about  if  left  in  the  keeping  of  the  present 
exi:)loiting  autocratic  managers  who  have  been  and 
are  still  in  control  of  this  and  other  educational  sys- 
tems.    In  the  first  place  their  education  is  faulty. 


The  Reorganization  of  Education  11 

they  do  not  sense  the  problem;  in  the  second  place 
they  are  not  willing  to  make  the  personal  sacrifices 
that  must  always  occur  in  any  change  from  autoc- 
racy to  democracy. 

For  over  two  thousand  years  the  autocratic  spirit 
of  humanity  has  ruled  the  world  by  might  through 
the  concentration  of  power.  To  succeed  in  this  low 
and  unjust  philosophy  of  life  it  has  been  necessary 
to  organize  the  entire  educational  system,  religion, 
industr}',  politics,  and  society  in  harmony  with  and 
in  support  of  the  plan  (system).  It  must  be  remem- 
bered that  the  dominating  autocratic  spirit  of  hu- 
manity never  represents  more  than  ten  per  cent  and 
usually  not  more  than  three  per  cent  of  the  people, 
and  yet  by  means  of  deception,  intrigue,  secret  or- 
ganizations and  alliances,  camouflage,  flattery,  and 
a  whitened  exterior,  they  have  been  able  to  succeed 
and  keep  in  constant  subjection  the  ignorant  masses. 

One  who  has  had  much  to  do  with  furnishing 
large  educational  institutions  with  supervisors  and 
directing  officers  must  have  felt  the  favoritism  and 
powerful  influence  for  weal  or  woe  to  the  children  of 
the  community  of  the  rotary  club  and  similar  organ- 
izations, even  in  the  side  field  of  education.  As  the 
influence  of  one  club  or  secret  fraternity  becomes  too 
autocratic  and  powerful  it  necessitates  the  establish- 
ment of  others  for  self-protection  and  to  counteract 
the  evil.  Before  the  United  States  is  through  with 
the  war  which  it  entered  with  such  high  and  altruistic 


78     Education,  Democracy/,  the  League  of  Nations 

motives,  it  will  have  discovered  how  the  autocratic 
system  of  secret  alliance  and  special  privilege  had 
permeated  most  if  not  all  the  directing  entente 
powers.  Most  of  these  secret  treaties  were  enacted 
through  fear  and  a  desire  for  fuller  self-protection. 
It  is  to  be  hoped  that  the  overwhelming  democracy 
of  the  United  States  coupled  with  the  awakening 
democracy  of  all  other  countries  will  be  sufficient 
to  give  to  the  world  the  promised  democratic  peace 
and  a  league  of  nations  based  on  true  democratic 
principles  to  maintain  it. 

Autocracy  is  not  wholly  wrong  and  many  of  the 
educational  fraternities  that  support  it  began  with 
the  best  of  motives.  The  degeneracy,  wherein  that 
has  taken  place,  has  resulted  from,  the  effort  of  the 
autocratic  few  to  direct,  control,  and  subject  the 
democratic  masses.  An  aristocratic  body  and  an 
autocratic  government  can  not  view  without  appre- 
hension the  moral  and  intellectual  awakening  of  the 
common  people.  If  the  few  are  to  rule  the  man}' 
it  can  only  be  done  through  intrigue  and  by  keeping 
the  masses  in  ignorance.  Autocracy  has  developed 
much  that  is  wholesome  and  good  and  the  autocratic 
spirit  in  us  all  has  its  legitimate  place  and  worth. 
It  is  only  when  it  is  used  to  beat  and  enslave  the 
less  favored  that  it  becomes  a  menace  to  civiliza- 
tion and  can  not  be  tolerated. 

Ingrained  as  the  spirit  of  democracy  is  in  all 
peoples  it  is  absolutely  impotent  as  a  directing  con- 


The  Reorganization  of  Education  79 

trolling  force  or  governing  philosophy  without  or- 
ganization and  general  intelligence.  I  have  long 
maintained  and  still  believe  that  it  requires  greater 
intelligence  to  govern  a  people  by  right  than  by 
might,  through  the  methods  of  democracy  than 
through  the  methods  of  autocracy,  but  the  former  is 
right,  just  and  true  and  must  and  will  in  the  end 
succeed.  To  develop,  man  must  be  free,  but  to  be 
free,  he  must  develop  in  intelligence,  beauty,  truth, 
justice,  worth.  Democracy  calls  for  organization 
and  leadership  but  it  is  a  different  type  from  that 
of  autocracy  and  must  be  directed  by  a  different 
set  of  officers  (servants)  who  have  at  heart  the 
highest  and  best  good  of  the  whole  people.  Democ- 
racies act  through  majorities  openly  and  honestly 
arrived  at,  in  which  legislation  represents  the  united 
will  and  voice  of  all,  and  the  execution  the  one  or 
few  to  which  that  power  is  delegated. 

But  what  has  all  this  to  do  with  the  reorganization 
of  education  as  now  constituted?  My  answer  is 
everything.  I  am  aware  that  I  am  a  citizen  of  the 
most  democratic  countrv  in  the  world  and  that  my 
own  immediate  forefathers  helped  to  make  it  so 
through  the  struggles  of  the  revolution,  yet  I  am 
also  painfully  aware  that  the  educational  system 
that  has  gro^vn  up  in  this  country  conforms  more 
nearly  to  the  autocratic  philosophy  of  the  educa- 
tion of  Europe  than  the  true  democratic  philosophy 
of  education  that  should  be  granted  to  the  people 


80     Education,  Democracy,  the  League  of  Nations 

and  children  of  a  democracy.  I  am  keenly  alive  to 
the  subtle  influence  of  autocracy  enthroned  in  high 
places,  and  know  how  detrimental  it  is  to  the  indi- 
vidual's chance  of  advancement  to  raise  his  voice  in 
protest,  but  the  truer  interests  of  children  and  hu- 
manity have  an  impelling  force  somewhat  similar  to 
the  love  of  humanity  that  compelled  our  nobly  demo- 
cratic heroes  to  cross  the  sea  in  defence  of  the  weak 
and  innocent.  The  autocracy  in  our  educational 
system  is  well  entrenched  and  will  die  hard.  It  can 
not  all  be  overthrown  at  once.  But  the  greatest 
danger  to  democracy  in  the  reorganization  of  edu- 
cation will  come  through  the  deception  and  double 
dealing  of  the  left-over  autocrats  in  high  places  who 
in  spite  of  their  smooth  phrases  are  unsympathetic. 
If  the  reorganization  of  education  gives  to  all  the 
people  what  they  need,  desire,  and  have  a  right  to 
expect,  it  will  be  because  the  work  is  directed  by 
intelligent,  well  educated,  clean,  honest,  sympathetic 
leaders.  No  system  can  be  so  regulated  that  it 
will  direct  itself,  and  democracy  is  no  exception ; 
neither  can  class  autocracy  be  trusted  to  remain 
passive  when  its  foundations  are  seen  to  be  crum- 
bling. 

In  the  new  order  there  must  be  a  complete  change 
in  educational  thought  and  practices,  fitting  them  to 
the  vital  needs  of  humanity  and  the  principles  of 
democracy  upon  which  the  world  is  now  entering. 
The  changes  will  often  be  drastic,  necessitating  many 


The  Reorganization  of  Education  81 

sacrifices  and  frequent  loss  of  position  of  the  leaders 
of  the  old  school,  but  it  is  all  for  the  greater  good 
of  humanity.  Education  will  become  a  personal 
matter,  developing  self-initiative  and  self-activity, 
enabling  the  individual  to  find  himself,  feel  his  own 
responsibility  and  worth,  and  to  get  control  of  his 
lower  and  baser  emotions  by  means  of  the  intelligent 
organization  of  his  higher  and  better  emotions.  True 
teaching  will  not  consist  as  now  in  a  pouring  in 
process  and  adapting  the  indvidual  to  a  foreign  ar- 
tificial standard,  but  it  will  consist  in  guiding  the 
individual  through  his  own  initiative  to  find  himself, 
to  see  the  beauty  of  God's  kingdom  of  which  he  is  a 
member,  to  come  into  possession  of  his  highest  possi- 
bilities, and  to  make  his  sei'\'ice  sublime. 

Among  the  important  fundamental  changes  of  edu- 
cation which  the  Avorld  war  has  emphasized  and 
made  possible  are  the  democratic  principles  long 
advocated  by  many  of  the  best  educators :  that  edu- 
cation should  be  extended  with  franchise,  become  uni- 
versal, made  easy  of  access,  alike  in  its  fitness  and 
equality  of  opportunity  for  all ;  that  it  should  be 
adapted  to  and  become  a  living  part  of  the  individ- 
ual, built  in  but  not  on  the  initiative  and  push  de- 
veloping from  within ;  that  it  should  be  according 
to  nature,  given  in  quantity  and  quality  to  meet 
the  dynamic  needs  and  spiritual  hunger  (increas- 
ingly stimulated)  of  the  developing  individual ;  that 
it  should  tend  always  toward  a  better,  truer,  happier. 


82     Education,  Democracy,  the  League  of  Nations 

and  more  useful  individual;  that  it  should  tend  to 
increase  practical  judgments  and  the  sense  of  per- 
sonal responsibility,  moral  and  intellectual  worth; 
that  it  should  stimulate  the  individual  to  become 
keenly  alive  to  the  part  that  belongs  to  him  in  altru- 
ism and  true  service  in  bettering  the  condition  of 
his  community  and  for  the  higher  good  of  humanitj'. 
This  enumeration  does  not  include  all  the  points  that 
might  be  mentioned,  but  if  the  reader  has  caught 
the  spirit  of  my  thought  he  can  add  others  if  not 
better. 

Probably  a  still  more  fundamental  change  in  edu- 
cation should  be  the  genuine  cleansing  and  purifying 
of  society  for  the  good  of  all,  both  as  to  body  and 
mind.  The  general  public  was  astonished  to  find 
through  the  army  draft  that  thirt3^-five  per  cent  of 
the  male  population  were  unfit  for  the  battle  of  life 
on  account  of  physical  or  mental  weakness  (many 
mistaken  persons  have  advocated  universal  military 
training  as  a  means  of  obviating  some  of  these  de- 
fects). Clean  and  moral  health  habits  depend  upon 
nature  and  nurture;  the  former  (nature)  can  be 
modified  but  slightly  and  that  through  the  lives  of 
the  parents,  but  the  latter  can  be  changed  at  will  by 
taking  advantage  of  nascent  periods  if  begun  early 
enough.  Most  if  not  all  these  evils  have  become 
deeply  rooted  in  the  nervous  system  before  the  mili- 
tary age.  The  menace  to  good  health  and  better 
civilization    are    the    perverse,    morally    weakening, 


I 


The  Reorganization  of  Education  83 

health  destroying,  easy  forming,  difficult  overcoming 
habits  due  to  alcohol,  nicotine,  opium,  morphine,  the 
social  evil,  and  many  others  of  life  effect.  All  affect 
detrimentally  parenthood  and  both  the  nature  and 
nurture  of  the  child,  and  should  be  completely  eradi- 
cated from  civilization  root  and  branch.  But  spirit- 
ual honesty  and  uprightness  of  character  are  more 
to  be  desired  in  a  people  than  the  physical  health 
habits.  No  teacher  can  afford  to  break  faith  with  a 
student  no  matter  how  severe  the  provocation  nor 
great  the  sacrifices  to  be  rendered,  and  the  same 
rule  should  hold  true  between  superintendent  and 
teacher  or  university  chancellor  and  member  of  his 
faculty.  A  superior  in  rank  can  afford  to  be  gen- 
erous and  just  but  he  can  not  afford  to  be  dis- 
honest and  unjust  even  should  he  temporarily  gain 
thereby.  The  United  States  fought  to  free  humanity 
from  injustice  and  the  evil  of  double  dealing;  will 
she  now  forget  to  right  the  wrongs  committed  in 
and  through  her  name  at  home? 

The  clinical  psychologists  who  played  such  an  im- 
portant part  through  the  army  personnel  board 
in  establishing  quickly  such  an  efficient  democratic 
army,  must  again  turn  their  attention  to  the  public 
school  system  and  other  institutions  of  human  wel- 
fare in  which  already  their  excellent  service  for  good 
had  been  felt.  The  work  of  examining  and  diagnos- 
ing the  mental  and  moral  capabilities  and  possibili- 
ties  of  growing  boys   and  girls   and   rendering  de- 


8-i     Education,  Democracy,  the  League  of  Nations 

cisions  that  ma}-  fix  for  weal  or  woe  their  future, 
is  so  important  and  vital  to  humanity  and  education 
that  no  one  should  be  permitted  to  assume  the  work 
of  diagnostician  before  attaining  the  scholarship 
of  at  least  a  doctor's  degree  from  one  of  the  best 
institutions  fitting  for  the  work.  The  individual 
differences  of  children  of  the  same  age,  as  shown 
by  the  intelligence  scale,  vary  from  zero  to  one 
hundred ;  to  educate  all  alike  or  to  try  to  stand- 
ardize them  to  fit  a  common  mould,  as  is  now  so  often 
done,  is  the  height  of  intellectual  absurdity.  There 
are,  however,  some  great  landmarks  of  standardiza- 
tion and  unification  in  teaching  that  can  and  ought 
to  be  respected  by  all.  To  illustrate,  the  individual 
mind,  as  the  universal  mind,  in  developing  passes 
through  three  important  periods  or  levels,  the  emo- 
tional, the  volitional,  the  intellectual,  all  of  which 
must  be  studied,  understood,  and  utilized  in  order 
to  develop  the  highest  type  of  manhood  and  woman- 
hood. 

Roughly  speaking,  the  world's  best  work  in  the 
emotional  field  is  performed  b}'  men  and  women  be- 
tween the  ages  of  fifteen  and  forty  (the  acme  be- 
tween twenty-five  and  thirty)  ;  in  the  volitional  field, 
between  the  ages  of  twenty-five  and  fifty-five  (the 
acme  between  thirty-five  and  forty)  ;  in  the  intellec- 
tual field,  between  the  ages  of  fifty  and  eighty  (the 
acme   between    sixty    and    seventy).      Many    of    the 


The  Reorganization  of  Education  85 

best  works  in  these  fields  have  been  produced  b}' 
men  and  women  still  older  than  given  above.  I  am 
speaking  here  of  the  normal  health}'  generic  man  of 
whom  the  new  education  and  the  cleaning  up  process 
of  society  will  produce  in  largely  increasing  num- 
bers. It  is  due  to  faulty  education  and  perverted 
health  habits  that  so  few  of  the  people  of  the 
world  are  permitted  to  share  in  the  highest  and  best 
field  of  human  thought  and  action.  These  three  divi- 
sions of  mind  are  always  present  and  at  times  more 
dominant,  but  it  is  the  interaction,  proper  balance 
and  right  use  of  these  forces  that  gives  to  the  world 
the  sane  and  cultured  mind.  Hence  the  balanced 
mind  is  always  the  sane  and  safe  mind. 

The  divine  injunction  to  man  to  "be  fruitful  and 
multiply"  is  a  part  of  nature's  law  written  indelibly 
in  rock,  plant,  animal,  man ;  when  ill-health,  lack 
of  opportunity,  or  mistaken  philosophy  deprives  man 
from  fulfilling  the  normal  God-given  function  of 
life  it  brings  in  its  wake  physical  and  mental  dis- 
turbances not  only  to  the  individual  thus  handi- 
capped but  to  all  others  who  must  depend  upon 
him  alone  for  guidance.  I  should  rather  that  my 
children  in  gaining  an  education  came  into  immediate 
contact  of  true,  healthy  fathers  and  mothers  than 
of  all  others;  and  yet,  I  appreciate  the  fact  of 
the  purity,  sanity,  and  helpfulness  of  our  non- 
parental  teachers.     There  is  a  wholesomeness  and 


86     Education,  Democracy,  the  League  of  Nations 

sweetness  of  character  developed  through  the  birth 
and  care  of  children  that  can  never  be  acquired  in 
any  other  way. 

The  first  essential  of  democracy  is  the  enlight- 
enment of  the  people;  in  fact  it  can  not  exist  in  a 
country  wherein  the  intelligence  is  low  and  limited 
to  the  few,  and  the  ignorance  is  great  affecting  the 
many.  The  cardinal  virtues  of  democracy  are  law 
and  order,  individual  responsibility,  freedom  to  do 
right  but  not  to  do  wrong,  equality  of  opportunity, 
fair  and  open  play,  just  and  honest  treatment.  In 
such  a  condition  of  society  there  is  no  place  nor 
desire  for  autocracy  or  anarchy.  There  will  always 
be  classes  in  the  truest  democracy  but  they  will  be 
the  classes  of  true  intelligence,  genuine  culture,  and 
individual  worth  which  will  stimulate  aspiration  and 
be  honored  by  all  but  not  condemned.  If  the  reor- 
ganization of  education  takes  some  such  form  as  I 
have  briefly  outlined,  democracy  is  safe,  the  nation's 
promises  to  humanity  in  part  fulfilled,  and  lasting 
peace   assured. 


CHAPTER  VI 

COMMUNITY   AND   EDUCATIONAL   WELFARE    GET- 
TOGETHER    CLUBS  ^ 

The  effect  of  the  world  war  in  arousing  humanity 
to  the  sense  of  danger,  personal  responsibility,  and 
individual  possibilities,  and  the  exceedingly  fortunate 
outcome  of  the  war  to  democracy  and  human  prog- 
ress, have  made  possible  certain  important  changes 
in  education  and  social  welfare  which  until  now 
have  hardly  seemed  possible.  The  democracy  of  the 
people  has  not  changed  nor  become  more  universal 
today  than  just  before  the  war,  but  it  has  been 
awakened  and  intensified,  and  through  the  results 
of  the  war  it  has  discovered  its  strength  when 
organized  and  united.  As  compared  with  autocracy 
it  represented  at  least  ninety  per  cent  of  the  people 
before  the  war,  and  probably  does  not  represent  more 
than  that  per  cent  of  the  people  now.  In  educa- 
tion, industry,  government,  and  religion  prior  to 
the  war  it  was  all  but  impotent  to  put  its  ideas  into 
practice  on  account  of  the  subtle  influence  and  en- 
trenched power  of  feudalistic  autocracy.     But  with 

'  May  1,  1919. 

87 


88     Education,  Democracy,  the  League  of  Nations 

imperialistic  autocrac}^,  at  least  for  the  present  com- 
pletely overthrown,  a  democratic  league  of  nations 
actually  established,  there  is  nothing  now  but  igno- 
rance and  criminal  negligence  that  can  prevent  true 
democracy  from  coming  into  its  own. 

It  is  difficult  to  overestimate  the  grave  responsi- 
bility that  has  been  placed  upon  all  the  people 
through  the  efforts  and  opportunities  of  democracy. 
The  class  autocracy  with  its  intrigue  and  secret  alli- 
ances which  until  now  has  played  such  an  important 
roll  in  all  education,  is  a  survival  of  the  dark  ages 
or  more  primitive  times  with  its  ignorant  and  sub- 
servient people.  It  can  not  survive  under  open 
diplomacy,  honest  administration,  and  the  demo- 
cratic "methods  of  education  and  human  welfare. 
Democracy  depends  for  its  security  on  the  founda- 
tion of  right,  justice,  equality  of  opportunity,  good 
will,  and  mutual  co-operation ;  while  autocracy  de- 
pends for  its  success  upon  might,  favoritism,  secret 
diplomacy,  intrigue,  class  organization  and  imperial- 
ism, and  the  selfish  manipulation  of  the  education 
of  the  people.  The  conception  of  the  one  is  built 
on  absolutism,  the  supreme  will  of  the  autocratic 
state,  dynamic  imperialism;  the  other  on  the  con- 
sensus or  supreme  will  of  the  people,  the  common 
creation  and  expression  of  all  for  the  mutual  benefit 
and  personal  welfare  of  all.  The  aims  of  these  two 
philosophies,  when  thus  isolated,  are  so  disparate 
that   they   ofl^er  no   common  ground  nor  basis   for 


Educational   Welfai'e  Get-Together  Clubs       89 

compromise.  It  is  either  the  one  or  the  other,  and 
yet,  since  in  their  origin  they  are  but  common  and 
essential  elements  of  every  genus  homo,  one  ought 
to  find  some  neutral  ground  upon  which  the  diver- 
gent interests  can  be  united  for  the  common  good 
of  all  until  we  find  a  better  way  of  educating  the 
whole  people. 

During  the  war  we  forgot  that  we  were  autocrats 
or  democrats,  militarists  or  pacifists,  but  united  our 
efforts  as  loyal  citizens  all  for  the  common  weal  of 
our  beloved  country.  With  the  league  of  nations 
now  established,  wars  of  aggression  forever  over  if 
humanity  wills  it  so,  ought  we  not  to  continue  the 
new  found  strength  in  bettering  the  conditions  of 
public  welfare.'^  We  were  able  to  bury  our  differ- 
ences quickly  under  war  emergencies  and  unite  our 
efforts  in  methods  of  destruction  when  we  could  see 
no  other  way  to  protect  inviolate  the  principles 
we  hold  dear;  can  we  not  now  bury  the  small  dif- 
ferences that  disturb  us  and  unite  our  efforts  in 
methods  of  construction  for  the  betterment  of  hu- 
manity.? The  leaders  of  j^esterday  who  have  re- 
ceived nearly  all  their  education  through  autocratic 
methods  of  competition,  class  rivalries  and  favorit- 
isms  can  hardly  be  expected  to  play  fair  with  the 
new  education  and  its  democratic  tendencies.  But 
they  are  greatly  in  the  minority,  usually  have  good 
intentions,  are  disturbed  through  seeing  their  former 
power  slipping  from   them,   and  know  of   no   other 


90     Education,  Democracy,  the  League  of  Nations 

way  of  directing  and  controlling  the  people  but  by 
class  competition,  secret  organizations,  and  fa- 
voritism of  the  few  at  the  expense  of  the  many. 
Under  open  and  honest  administration  their  evil  in- 
fluence will  soon  wane,  their  methods  become  more 
democratic,   and  their  lives  more  helpful. 

The  necessities  of  the  world  war  with  its  accom- 
panying evils  and  lowering  of  the  moral  tone  brought 
the  people  closer  together  and  enabled  them  to  see 
more  clearly  the  strong  and  weak  points  in  society, 
the  community  life,  and  the  educational  system.  The 
strength,  truth,  and  beauty  of  democracy,  the  weak- 
nesses, fallacies,  and  inhumanity  of  autocracy  never 
appeared  so  clearly  before ;  the  one  resting  for  its 
solidarity  on  open  diplomac}^  right  and  justice  as 
expressed  through  enlightened  public  opinion,  and 
the  inherent  strength  and  purity  of  the  masses,  the 
other  upon  secret  diplomacy,  might  made  stronger 
through  intrigue  and  inhuman  practices,  and  the 
control  and  enslavement  of  the  many  by  the  chosen 
few.  But  as  we  look  deeper  into  human  nature  we 
find  both  these  elements  represented  in  every  soul; 
for  a  time  the  one  is  dominant,  then  the  other,  first 
the  autocratic  (selfish),  then  the  democratic  (altruis- 
tic), if  we  develop  right.  When  democracy  is  strong 
in  one  he  desires  to  live  that  he  may  help  others  to 
live,  but  when  autocracy  is  strong  in  one  he  desires  to 
live  in  the  easiest  way  at  the  expense  and  through 
the  toil  of  others.     But  since  true  democracv  has 


Educational  Welfare  Get-Togetlier  Clubs       91 

found  lodgment  in  all  and  exists  in  such  overwhelm- 
ing prominence,  and  since  all  are  so  much  alike  b}' 
nature  and  almost  equally  interested  in  bettering 
the  condition  of  humanity,  there  ought  to  be  found 
some  common  ground  upon  which  to  get  together  in 
altruistic  efforts  for  the  good  of  humanity. 

To  one  familiar  with  the  work  of  scientific  bodies 
and  community  welfare  movements  there  must  have 
come  painful  disappointments  in  seeing  the  great 
waste  of  time  and  money  and  the  immense  loss  of 
vital  energy  through  mistaken  efforts  of  procedure, 
failure  to  comprehend  the  real  problems,  and  to  make 
the  public  see  the  truth  which  if  seen  would  set 
them  free  and  stimulate  them  to  a  better  and  truer 
life. 

For  nearly  a  quarter  of  a  century  the  United 
States  has  been  passing  through  an  education  re- 
naissance of  scientific  awakening.  The  old  auto- 
cratic imperialistic  svstems  borrowed  from  Europe 
are  falling  into  decay  (notwithstanding  the  mis- 
taken effort  of  the  aristocratic  classes  to  keep  them 
up),  and  the  new  scientific,  co-operative,  democratic 
systems  indigenous  to  the  country  are  being  formed 
to  take  their  places.  Prior  to  the  world  war  these 
educational  changes  were  becoming  especially  marked 
through  scientific  organizations,  special  research 
clubs,  social  and  civic  welfare  societies,  school  and 
business  surveys,  etc.,  but  the  unusual  requirements 
of  the  war  have  turned  the  attention  of  the  general 


92     Education,  Democracy,  the  League  of  Nations 

public  and  the  more  enlightened  masses  to  them  in 
a  way  that  bodes  evil  to  the  autocratic  classes  and 
encouragement  to  the  democratic  masses.  During 
the  war  military  autocracy  with  its  selfishness  and 
intrigue  was  taught  the  exceedingly  important  les- 
son that  under  sufficient  provocation  the  peace  lov- 
ing democracy  of  the  United  States  could  produce 
from  its  toiling  masses  an  army  of  clean,  honest, 
brave,  efficient,  and  humane  soldiers  able  to  meet 
and  withstand,  man  for  man,  the  best  soldiers  of 
any  military  or  imperialistic  autocracy  of  the 
world.  They  all  preferred  not  to  fight  (and  some 
still  feel  that  there  might  have  been  found  a  better 
way),  but  when  they  could  see  no  other  way  to  save 
humanity  from  enslavement  and  democracy  from 
destruction,  they  accepted  without  murmur  their 
government's  call  to  enter,  being  in  there  was  noth- 
ing else  to  do  than  to  quit  themselves  like  men  until 
the  work  was  finished.  Think  you  that  these  men 
who  had  the  courage  to  bare  their  breasts  to  the 
cannon's  mouth  for  the  sake  of  principle  and  their 
love  of  humanity,  will  now  sit  quietly  by  while  the 
autocrats  in  education  and  the  profiteers  in  finance 
are  misappropriating  the  few  remaining  loaves  and 
fishes  so  justly  won  by  themselves  and  democratic 
comrades?  If  this  immense  moral  and  intellectual 
awakening  of  the  common  people  is  now  utilized 
through  honest,  sympathetic,  intelligent  direction, 
mutual  adjustment  and  co-operation  through  com- 


Educational   Welfare  Get-Togetlier  Clubs       93 

munity  get-together-clubs,  which  should  be  formed 
by  the  best  citizens  of  every  community,  the  re- 
sults to  democracy  and  the  whole  people  would  be 
exceedingly  gratifying. 

I  am  speaking  to  a  body  of  scientists  and  teachers 
of  social  welfare  and  as  you  know  true  democracy 
can  not  exist  without  open  diplomacy,  square  deal- 
ing, and  universal  enlightenment ;  neither  can  au- 
tocracy thrive  without  secret  diplomacy,  suppression 
of  truth,  class  favoritism  and  a  subservient  people. 
The  United  States  is  the  only  great  nation  that  has 
ever  sat  at  a  peace  table  concluding  the  disputes 
of  war  in  which  it  was  vitally  concerned  with  no 
secret  treaties  to  defend  and  no  other  motives  than 
the  highest  good  of  humanity.  It  is  the  beginning 
of  a  new  era  of  idealism,  Christian  philosophy,  and 
world  democracy  which,  if  we  catch  the  spirit,  is 
sure  to  carry  us  forward  by  leaps  and  bounds.  Who 
is  not  proud  of  his  country  in  its  noble  work  at 
the  peace  table?  Who  would  not  rather  be  an  humble 
servant  of  the  nation  permitted  through  God's  grace 
to  loose  the  shackles  from  suffering  humanity  and 
assist  the  toiling  masses  to  come  into  their  own, 
than  to  be  the  most  favored  citizen  of  the  nation  tied 
by  secret  diplomacy  to  demand  as  a  reward  of 
services  Fiume  or  Shantung.'^  What  is  the  sacrifice 
of  one's  professional  career  or  even  of  his  life  pro- 
viding it  leads  in  a  substantial  way  to  the  success  of 
a  democratic  league  of  nations,  international  jus- 


94     Education,  Democracy,  the  League  of  Nations 

tice,  permanent  peace,  equality  of  opportunity,  and 
the  genuine  uplift  of  humanity?  Here  again  in 
order  to  catch  the  spirit  of  the  times,  to  discover  the 
true  relation  of  man  to  man  in  the  world's  work, 
to  accomplish  our  full  share  in  the  regeneration  of 
society,  and  to  truly  aid  in  bettering  the  world  of 
tomorrow;  the  establishment  of  community  and  edu- 
cational welfare  get-together-clubs  will  prove  of 
great    value. 

Encouraged  as  every  unbiased  citizen  of  the 
United  States  must  be  with  the  excellent  accomplish- 
ments of  the  peace  commissioners,  the  world  is  not 
yet  safe  for  democracy;  and  the  disgraceful,  under- 
handed, political  intrigue  of  the  national  security 
league  and  like  organizations  v/hen  managed  by 
patrioteers,  or  the  "special  interests,"  must  make 
every  decent  citizen  droop  his  head  in  shame.  When 
the  full  reckoning  is  made,  the  war  will  have  cost 
the  people  of  the  United  .States  a  financial  loss  of 
fifty  billion  dollars  or  twenty  per  cent  of  the  entire 
per  capita  wealth  of  the  nation.  If  the  burden  was 
equally  distributed  over  the  whole  people,  as  in 
fairness  it  should  be,  it  would  mean  that  every  man, 
woman,  and  child  was  made  twenty  per  cent  poorer 
as  the  result  of  the  war  (that  twenty  per  cent  of  all 
wealth  had  to  be  taken  by  the  government  to  meet 
the  just  claims  of  the  war).  But  many  of  you 
know  how  different  and  unfair  to  the  masses  the 
actual  distribution  has  been.    There  have  been  many 


Educational   Welfai-e  Get-Togetlier  Clubs       95 

profiteers  who  through  camouflagmg,  tax  dodging, 
secret  combines,  and  exorbitant  j)i'ices  have  grown 
rich  increasing  their  wealth  many  fold  at  the  ex- 
pense of  the  boys  at  the  front  and  the  widows  and 
orphans  at  home. 

Every  individual  who  has  the  love  of  humanity  at 
heart  is  encouraged  for  what  the  necessities  of  the 
war  have  done  to  hurry  up  prohibition.  If  it  had 
only  carried  along  with  the  suppression  of  alcohol 
the  suppression  of  venereal  diseases  and  the  mental 
and  moral  weakening  and  health  destroying  nicotine 
and  drug  habits,  it  would  have  been  worth  to  hu- 
manity many  times  its  terrible  cost.  For  some  time 
yet  the  tobacco  barons  and  their  dupes  will  increase 
their  wares  and  wealth  at  the  expense  of  the  ig- 
norant, deluded,  and  subservient  members  of  society, 
but  with  scientific  knowledge  increasing  and  women 
voting  there  is  coming  a  better  day  for  our  children 
and  their  beloved  country.  Here  again  through 
open  diplomacy  to  get  at  the  heart  of  things  that 
affect  human  development  for  weal  or  woe,  and  to 
come  to  a  true  understanding  of  what  is  best  for  our 
children,  community  and  educational  welfare  get- 
together-clubs  are  necessary.  I  am  not  adverse  to 
the  aristocrat  if  his  aristocracy  is  based  on  purity 
of  character,  integrity,  intelligence,  culture,  and 
worth.  In  that  case  I  should  like  to  be  in  his  shoes. 
But  I  do  not  believe  the  tail  should  wag  the  dog  nor 
that  ten  per  cent  of  the  student  body  of  any  insti- 


96     Education,  Democracy,  the  League  of  Nations 

tution,  through  secret  organizations  and  personal 
favoritism,  should  be  permitted  to  control  and  direct 
the  entire  institution.  Through  democratic  get- 
together-clubs  we  might  find  that  we  were  mistaken 
in  getting  at  the  real  heart  and  thought  of  one  an- 
other. In  feelings  and  volitions  we  are  much  the 
same;  it  is  only  in  the  development  of  the  intellect 
that  we  differ.  Through  feelings  man  is  brought  in 
touch  with  others,  but  when  he  thinks  he  must  think 
alone. 

Some  time  prior  to  the  world  war  there  grew  up  in 
our  educational  system  many  new  fields  of  thought, 
among  them  child  hygiene,  mental  measurements,  and 
clinical  psychology.  These  played  an  important 
role  in  establishing  so  quickly  and  efficiently  the 
mighty  democratic  army,  and  went  far  toward  de- 
stroying that  mistaken  propaganda  that  the  people 
of  a  democracy  cannot  fight  unless  they  maintain  a 
large  standing  army  ready  in  preparedness.  The 
clinical  psychologists  have  already  been  of  immense 
value  and  help  to  the  public  school  system,  but  they 
are  already  growing  apart  and  neutralizing  one 
another's  endeavors.  Every  one  is  familiar  with  the 
weakening  effect  of  the  very  desirable  medical  in- 
spection through  the  divergent  and  often  antagonis- 
tic counsel  of  the  experts ;  also  how  the  medical  pro- 
fession has  been  broken  up  into  antagonistic  schools. 
The  same  difficulties,  wastes,  and  overlappings  are  to 
be  found  in  nearly  every  movement  for  the  better- 


Educational  Welfare  Get-Together  Cluhs       97 

ment  of  society.  As  people  become  more  expert 
they  are  almost  sure  to  become  narrow,  hence  the 
necessity  of  the  broadening  influence  of  get-together- 
societies  wherein  we  become  better  acquainted  with 
one  another,  discover  our  strong  and  weak  points, 
and  see  how  we  can  carry  our  good  intentions  and 
best  thought  to  the  real  uplift  of  humanity. 


CHAPTER  VH 


TO  THE  TEACHERS  OF  XEBRASKA  OX  THE  XECESSITATEL 
CHAX'GES    IX^    EDUCATIOX-^ 


After  a  service  of  nearly  a  quarter  of  a  century 
among  you,  with  faith  in  the  profession  and  the 
state,  I  extend  to  you  personal  greetings  on  the 
opportunity  God  has  placed  in  our  hands  to  arise 
and  walk,  3^ea,  even  run.  I  should  like  to  speak  to 
the  genuine  rank  and  file  who  have  borne  and  must 
continue  to  bear  the  burden  in  the  heat  of  the  day. 
These  are  epoch  making  times.  Be  of  good  cheer, 
God  is  not  mocked.  "Whatsoever  a  man  soweth  that 
shall  he  also  reap."  "There  is  nothing  hidden  that 
shall  not,  in  due  season,  be  revealed."  Open  diplo- 
macy and  honest  dealing  are  now  within  our  grasp.  A 
new  era  of  Christian  democracy  is  dawning.  Truth 
and  right  are  dynamic  attributes  of  the  human  soul ; 
they  may  be  temporarily  suppressed  but  never  de- 
stroyed. They  furnish  the  foundation  for  enlight- 
ened public  opinion  which  neither  the  cruelty  of  war, 
might,  intrigue,  favoritism,  nor  the  pangs  of  hunger 
can  shake,  coerce,  or  make  afraid.     To  see  the  truth 

^May  10,  1919. 


To  the  Teachers  of  Xebraska  99 

is  to  appreciate  it,  and  the  world  is  awakening  to 
the  cause  of  its  miser}'.  The  privileged  classes  and 
honest  but  favored  few  are  beginning  to  realize  their 
personal  responsibilit}^  for  the  intense  suffering  and 
inhuman  condition  of  society  that  have  been  per- 
mitted to  exist  unmolested.  Am  I  my  brother's 
keeper.^  We  can  not  shirk  nor  avoid  our  full  share 
of  responsibility. 

Never  before  have  the  teachers  of  the  country 
been  furnished  with  such  an  excellent  opportunity 
to  reconstruct  the  educational  system  in  the  light  of 
the  best  of  all  the  ages  and  to  sow  the  seeds  of  truth 
and  righteousness  into  soil  made  fertile  through  suf- 
fering and  disappointment.  The  hand  of  providence 
has  furnished  the  right  opportunity  and  is  now 
pointing  the  true  way  to  the  emancipation  and  de- 
mocratization of  humanity.  It  is  fortunate  indeed  to 
be  a  trusted  teacher  in  these  times  and  permitted  to 
share  in  the  human  emancipation  and  the  scattering 
of  truth  to  the  children  of  men.  To  this  generation 
has  been  entrusted  the  problem  of  reorganizing  and 
righting  the  educational,  political,  industrial,  social, 
and  religious  s^'stems  of  the  world,  and  upon  the 
teachers  and  educators  who  deal  with  human  char- 
acter in  the  making  rests  the  responsibility  more  than 
upon  any  other  class.  With  a  democratic  league  of 
nations,  open  diplomacy,  fair  dealing,  just  and  help- 
ful relations,  and  right  education  the  problem  is  easy 
of  solution,  the  world  made  safe  for  democrac}^,  and 


100  Education,  Democracy,  the  League  of  Nations 

humanity  given  another  chance  to  move  forward. 
Will  the  teachers  of  the  state,  the  nation,  and  the 
world  catch  the  spirit  of  the  age  and  show  themselves 
worthy  and  equal  to  the  emergency?  There  is  no 
other  calling  in  life  so  sacred  and  vital  to  human 
interests,  so  protective  of  moral  character  and  free 
from  unbalancing  temptations,  so  open  and  suscep- 
tible to  the  teachings  of  democracy,  and  so  quick 
to  suffer  through  partisan  politics,  personal  favorit- 
ism, and  autocratic  methods.  The  profession  offers 
no  place  to  the  weakling,  the  moral  coward,  the 
selfish  trimmer,  the  impure  in  thought,  person  or 
habit.  It  demands  cleanness  of  body  and  mind,  sin- 
cerity and  honesty  of  purpose,  keen  intelligence  and 
insatiate  thirst  for  truth,  deep  love  of  children — 
all  children — and  humanity,  the  highest  culture  bred 
in  the  pure  and  simple  life,  hopeful  altruism  with  a 
willingness  to  sacrifice  self-interests  for  the  good  of 
others. 

In  the  break  up  and  readjustment  of  education 
and  society  that  is  now  upon  us  the  teachers  of  the 
country  should  assume  their  proper  share  of  the 
responsibility  and  take  their  legitimate  places  in 
shaping  and  directing  public  opinion.  We  are  now 
called  upon  to  give  special  study  to  the  league  of 
nations  and  its  possibilities  in  uniting  and  democra- 
tizing the  nations  of  the  world,  and  to  lend  our  aid 
in  molding  public  opinion  in  behalf  of  the  best  form 
of   an   international   league   that    can   be   procured. 


To  the  Teachers  of  Nebraska  101 

Individuals  and  nations  have  grown  far  apart 
through  false  conditions  of  education.  To  bring 
them  together  and  complete  the  great  world  changes 
that  are  now  absolutely  necessary,  means  severe  crit- 
icism of  the  leaders,  great  personal  sacrifice,  it 
may  be  loss  of  property,  position,  and  even  death. 
But  it  is  the  price  that  democracy  must  pay  to 
remove  the  shackles  from  enslaved  humanit}'.  If 
the  individual  chosen  by  enraged  autocracy  to  pay 
the  price  is  a  true  teacher,  knows  he  is  right,  and 
that  the  end  means  greater  happiness  and  comfort 
to  humanity,  he  will  not  hesitate  to  make  the  sacri- 
fice though  it  may  mean  death.  The  teachers  of 
the  countr}'  are  on  record  in  support  of  the  league 
of  nations,  so  are  the  great  religious  bodies,  the 
national  organizations  of  industrj'  and  labor,  the 
national  organizations  of  farmers,  the  national  and 
international  federation  of  women,  and  all  the  com- 
mon people  wherein  expression  has  been  made.  The 
league  is  sure  of  ratification  in  the  home  of  its  birth 
unless  partisanship  seeking  an  issue  defeats  the 
clearly  expressed  will  of  the  people. 

If  you  have  been  following  closely  the  party 
struggles  of  the  peace  congress  you  are  aware  of  the 
great  differences  in  viewpoint  of  the  delegates  and 
nations  representing  the  entente  powers.  The  democ- 
racy of  the  United  States  which  is  fathering  the 
league  of  nations  is  very  different  from  the  centuries- 
old  imperialism  of  Europe.     It  must  be  remembered 


102  Education,  Democracy,  the  League  of  Nations 

that  while  military  autocracy  has  been  completely 
overthrown  there  still  remains  entrenched  in  power 
much  of  the  former  autocratic  imperialism  strength- 
ened by  secret  treaties  and  alliances.  But  fortu- 
nately eighty  to  ninety  per  cent  of  the  peoples  of 
all  nations  are  honest,  upright,  and  democratic  in 
spirit.  They  need  only  encouragement  and  sympa- 
thetic guidance  to  unite  in  mutual  co-operation  of 
law  enforcement,  international  justice,  and  right 
living.  In  all  nations  there  are  about  three  per  cent 
of  the  people  dyed-in-the-wool  autocrats  and  seven 
per  cent  radical  socialists  (anarchists);  not  enough 
of  either  to  do  serious  harm  to  democracy  when 
alert  and  true.  Unfortunately  for  education  and 
society  the  small  per  cent  of  autocracy  is  nearly 
always  found  in  the  saddle  and  places  of  influence  and 
special  power.  Since  anarchy  is  the  result  of  ig- 
norance, persecution,  faulty  education,  and  inhuman 
suppression  it  can  not  thrive  in  a  true  democracy 
nor  long  survive  under  humane  treatment.  Based 
on  selfish  emotions  and  personal  interests,  anarchy 
is  apt  to  join  with  autocracy  in  times  of  epiergency 
to  destroy  democracy.  But  in  this  age  of  civiliza- 
tion democracy  is  safe  if  guided  by  intelligence  and 
honest  and  pure  leaders. 

Among  the  many  educational  changes  already  in 
process  is  the  General  Education  Bill  now  before 
the  United  States  Congress  and  the  people  of  the 


To  the  Teachers  of  Nebraska  103 

country.  It  is  an  effort  on  the  part  of  leading 
educators  to  assist  in  the  reorganization  of  educa- 
tion by  uniting  the  many  kindred  forces,  eliminating 
wastes  through  overlappings,  and  increasing  effi- 
ciency through  better  utilization  of  expert  knowl- 
edge. Some  changes  of  the  sort  have  long  been 
desired  and  needed.  Money  spent  on  the  education 
of  the  people  if  honestly  and  wisely  distributed  and 
intelligently  used  will  be  of  untold  advantage  in 
advancing  civilization.  But  here  too  no  teacher 
can  afford  to  remain  indifferent  to  what  the  nation 
is  about  to  do  to  better  the  condition  of  the  schools. 
One  thing,  however,  should  stand  out  prominently 
in  all  our  efforts  to  better  the  condition  of  the 
schools — increase  their  true  devwcracy  and  keep 
them  near  to  the  heart  of  the  common  people,  the 
backbone  of  civilization. 

A  number  of  schoolmen  have  looked  forward  with 
interest  for  several  years  to  the  coming  constitu- 
tional convention  of  Nebraska  as  an  appropriate 
time  to  reconstruct  the  state  school  laws  in  harmony 
with  modern  thought  and  present  needs.  The  school 
laws  of  this  state  as  of  many  others  have  long  been 
outgrown  and  in  the  way  of  future  progress.  For 
years  education  has  suffered  because  of  the  crudity 
of  the  provisions  by  means  of  which  it  is  carried 
on.  Many  educators  have  long  hoped  for  a  time 
when  intelligence  could  be  used  to  recodify  and  sim- 


104  Education,  Democracy,  the  League  of  Nations 

plify  the  school  laws  of  the  state  that  mean  so  much 
to  the  better  efficiency  of  the  schools.  For  over 
two  years  the  Department  of  Education  of  the  Uni- 
versity of  Nebraska  with  fifteen  to  twenty  graduate 
students  specially  interested  in  the  subject  made 
an  extended  study  of  state  school  laws  with  special 
reference  to  the  needs  of  Nebraska.  It  would  be 
unfortunate  if  this  valuable  information  so  import- 
ant at  this  time  should  be  lost  to  the  state  for  want 
of  opportunity  to  put  it  in  action.  True  educators 
are  rarely  ever  exploiters  and  would  hesitate  to  push 
their  claims  for  positions  on  important  committees 
of  law  codifications. 

As  teachers  we  owe  to  the  profession  every  effort 
in  our  power  to  increase  our  knowledge  and  effi- 
ciency, to  make  our  teaching  better,  our  lives  cleaner, 
our  thoughts  purer,  and  our  interest  in -human  wel- 
fare deeper.  For  this  there  can  be  no  fully  com- 
pensating money  reward,  but  there  is  the  richer  and 
sweeter  reward  of  work  well  done,  of  faithful  service 
truly  rendered,  and  of  an  important  trust  success- 
fully fulfilled.  If  you  believe  in  democracy  you 
must  believe  in  open  diplomacy,  equality  of  oppor- 
tunity, honest  government,  mutual  co-operation,  fair 
play,  and  purity  of  life.  In  a  democracy  the  people 
are  supreme.  Law  as  it  represents  the  expressed  will 
of  the  people  becomes  inviolate.  There  is  no  might 
however  great  or  cruelly  expressed  that  can  with- 
stand the  strength  and  subtle  influence  of  opposing 


To  the  Teachers  of  Nebraska  105 

public  opinion  if  organized  and  intelligent.  Secret 
diplomacy  and  autocracy  in  education  must  give 
way  to  a  larger  and  truer  democracy.  Let  the  peo- 
ple rule.     "And  a  little  child  shall  lead  them." 


PART  II 
DEMOCRACY 


CHAPTER  VIII 


PACIFISM    VS.    MILITARISM 


There  is  and  can  be  but  one  outcome  to  the  world 
war,  however  long  it  lasts ;  the  destruction  of  mili- 
tarism and  the  establishment  of  a  larger  and  truer 
democracy.  Freedom  is  an  inherent  right  of  man; 
when  he  has  it,  he  is  apt  to  be  a  pacifist ;  when  he  has 
it  not,  he  soon  becomes  a  militarist.  The  pacifists 
are  always  in  the  majority  in  every  country;  they 
are  willing  to  share  life's  benefits,  God's  blessings ; 
the  militarists  believe  in  the  superior  virtue  of  a 
chosen  few,  stress  might,  and  endeavor  to  reap 
where  they  have  not  sown.  Pacifism  and  militarism 
are  the  two  extremes  of  the  dualism  of  human  nature. 
Just  now  these  words  are  in  ill  repute  and  create 
bitter  antagonisms.  But  since  they  represent  in- 
herent qualities  of  human  nature,  are  parts  of  our- 
selves, we  can  not  get  rid  of  them.  These  words  are 
now  going  through  the  process  of  christening  and 
will  stand  forth  clearer  in  the  end.  The  purging 
process  is  going  on  rapidly  now  in  other  fields  of 

*  November  3,  1917. 

109 


110  Education,  Democracy,  the  League  of  Nations 

human  thought.  Truth  will  not  suffer  in  the  end, 
but  error  will. 

Pacifism  is  the  salt  of  the  earth,  representing  the 
steady,  quiet  courage  and  patience  of  the  people, 
militarism  its  leaven  and  moving  spirit.  Pacifism  is 
not  so  unpopular  as  it  seems.  Through  no  fault 
of  her  own  the  United  States  has  been  drawn  into 
the  world  war,  not  to  crush  any  people,  but  to  aid 
in  extending  liberty  to  all.  Hence,  for  the  present, 
the  military  arm  of  the  government  of  necessity 
seems  the  more  important.  The  true  pacifists  are 
good  citizens  all,  and  are  in  sympathetic  touch  with 
the  democratic  principles  for  which  this  country  is 
known  throughout  the  world.  They  now  submit  with 
good  grace  to  the  military  dictatorship  because  they 
believe  it  is  necessary  to  win  the  war,  and  that  the 
end  will  mean  greater  pacifism  and  truer  democracy. 

It  is  no  disgrace  that  pacifism  was  successful  in 
selecting  such  an  able  president,  vrith.  motives  so 
high  and  human  sympathies  so  deep.  Upright,  lib- 
erty-loving people  need  not  worr}^  while  he  is  at  the 
helm  of  the  ship  of  state.  The  end  has  better  things 
in  store  than  most  people  have  yet  been  able  to 
see — one  of  which  is  a  deeper  and  truer  Christianity, 
the  spirit  and  not  the  form.  However  hounded 
now,  the  pacifists  will  not  grow  less  nor  fail  to  sup- 
port the  president  whom  they  admired  before  the 
war  and  admire  more  now  since  he  has  been  conduct- 
ing the  war  so  nearly  in  haiTnony  with  their  wishes. 


Pacifism  vs.  MiUtarisvi  111 

Their  number  is  legion  and  is  increasing  at  a  rapid 
rate.  Thej  believe  in  law  and  order,  fair  pla}^  and 
human  justice.  Deeply  patriotic,  they  have  sense 
enough  to  speak  when  speech  is  fit,  and  to  fight 
when  it  alone  can  win  the  cause.  The  bitter  denun- 
ciation of  these  people  does  not  injure  their  cause; 
it  only  drives  out  the  weaklings  and  those  who  have 
entered  for  selfish  purposes.  In  the  present  emer- 
gency all  good  citizens  are,  and  should  be,  united 
with  the  single  purpose  of  winning  the  war.  Past 
differences  should  not  be  allowed  to  trouble  us  now, 
and  the  discussions  of  future  policies  should  be 
avoided  if  they  distract  attention  from  the  imme- 
diate needs  of  the  war. 

It  is  difficult  to  distinguish  between  pacifism  and 
democracy  on  the  one  hand,  and  between  militarism 
and  autocracy  on  the  other.  Pacifism  like  democracy 
indicates  a  belief  in  the  common  brotherhood  of 
man,  militarism  like  autocracy  believes  in  a  favored 
class,  the  rule  of  the  many  by  the  few.  The  methods 
of  the  former  are  open,  frank,  sincere ;  of  the  latter, 
deceitful,  secret,  misleading.  The  weapons  of  the 
one  are  right,  reason,  persuasion ;  of  the  other, 
might,  secret  diplomacy,  a  word  and  a  blow. 

Whatever  the  cause  and  origin  of  the  present 
world  war  it  is  beginning  to  crystallize  around  two 
antagonizing  principles  or  philosophies  of  govern- 
ment, democracy  and  autocracy.  Since  the  large 
majority   of   the  peoples   of   all   nations   are  demo- 


112  Education,  Democracy,  the  League  of  Nations 

cratic  at  heart,  there  can  be  but  one  endmg  to  the 
war,  the  triumph  of  democracy  and  the  extension 
of  pacifism,  the  defeat  of  autocracy  and  the  de- 
struction of  mihtarism. 

This  war  is  not  a  war  against  peoples  or  nations ; 
it  is  a  life-and-death  struggle  between  two  antago- 
nistic principles  or  philosophies  of  government.  It  is 
the  purifying  process  of  God:  "Whom  the  Lord 
loveth  he  chasteneth."  Through  the  advancement  of 
civilization  the  world  has  grown  too  small  for  these 
two  antagonistic  principles  to  live  and  prosper  side 
by  side.  To  some  of  us  it  seems  cruel  that  the  purging 
process  must  be  carried  on  through  such  drastic 
methods,  but  those  in  authority  could  see  no  other 
way  and  we  are  now  with  them. 

The  president  in  his  message  seems  to  have  caught 
the  true  vision,  and  is  directing  the  peoples  of  the 
world  toward  a  larger  democracy.  One  must  not 
forget  that  a  democracy  is  at  a  disadvantage  in 
fighting  autocracy  with  the  weapons  of  the  latter, 
and  no  other  weapon  seemed  to  have  weight.  To  the 
student  of  human  life  the  constructive  legislation  by 
the  government  since  we  entered  the  war  has  been 
little  short  of  miraculous.  Mistakes  have  been  made 
but  the  wonder  is  that  they  have  been  so  few.  It 
does  not  seem  appropriate  at  this  time,  when  all 
classes  should  be  united  in  the  one  sacred  purpose 
of  destroying  militarism  and  perpetuating  peace,  to 
criticize  the  government  or  put  barriers  in  its  way 


Pacifism  vs.  Militarism  113 

to  success.  I  would  not  curtail  free  speech  or  intern 
an  individual  who  was  not  a  traitor  at  heart.  This 
is  a  period  of  rapid  adjustment  to  new  conditions 
and  the  open  expression  of  good  men  is  a  cathartic  of 
great  value  to  the  government.  Suppressed  thought 
may  become  dangerous  to  a  democracy.  Self-consti- 
tuted censors  prying  into  the  private  life  of  their 
neighbors  and  giving  for  truth  what  is  not  truth  are 
the  most  dangerous  people  of  any  nation.  Our 
motto  should  be,  Do  everj'thing  3'ou  can  to  elevate 
and  unite  but  nothing  to  lower  and  divide  the  people 
of  the  nation. 

We  are  passing  through  a  struggle  in  which 
through  necessity  militarism  has  been  given  direc- 
tion of  affairs.  This  is  an  unnatural  condition  for 
a  democracy,  but  it  will  not  last.  It  is  only  neces- 
sary to  meet  the  emergency  that  could  not  be  pre- 
vented. For  the  present  then  pacifism  must  submit 
to  the  direction  of  militarism.  The  mistakes  will  be 
many  and  often  galling,  but  remember  we  are  fight- 
ing for  right  against  might,  for  a  larger  democracy 
and  a  timer  pacifism.  You  will  be  maligned  and 
unjustly  criticised;  be  patient,  ring  true.  Our 
philosophy  is  at  stake  and  our  faith  is  on  trial.  The 
noblest  democracy  in  the  world  is  passing  through 
the  fiery  furnace.  It  will  not  fail.  God  will  not 
forsake  His  children,  nor  allow  them  to  suffer  be- 
yond their  power  to  endure. 


CHAPTER  IX 


WHENCE    AND    AVHITHER' 


One  hundred  years  ago  the  German  people  were 
the  freest  and  most  cosmopolitan  nation  on  earth. 
Fifty  years  in  perfecting  their  educational  system 
based  on  feudalistic  ideas  of  the  worst  type  and 
the  false  philosophy,  that  the  interest  of  the  state 
is  superior  to  the  individual,  has  developed  them  into 
the  most  aggressively  cruel  and  domineering  nation 
of  the  world ;  inherently  and  at  heart  the  same  great 
people,  but  culturally  so  different.  How  was  such 
a  complete  change  in  the  life  and  character  of  a 
worthy  nation  brought  about  .f^  By  accepting  im- 
plicitly the  mistaken  autocratic  philosophy  of  their 
renowned  teachers ;  by  entrusting  the  direction  of 
the  whole  system  to  a  select  ruling  class ;  making  edu- 
cation the  sine  qua  non  of  all  political,  social,  and 
professional  advancement ;  forgetting  the  common 
brotherhood  of  man ;  developing  nationalism  to  the 
extreme ;  denying  to  the  masses  the  study  and  use 
of  foreign  languages,  eliminating  words  of  foreign 

^January  5,  1918. 

114 


Whence  and  Whither  115 

origin ;  dictating  from  above  what  the  commoner  may 
study,  think,  and  do ;  creating  belief  and  confidence 
in  a  superior  class,  and  that  God  made  some  to  rule 
and  others  to  serve. 

History  shows  that  among  the  most  subtle  and 
forceful  arguments  in  perfecting  this  false  philoso- 
phy were  the  following:  "The  chief  end  of  educa- 
tion is  to  develop  individual  leadership"  (forgetting 
that  such  leadership  is  only  possible  where  there  are 
also  followers  (subjects),  that  such  a  state  repre- 
sents an  autocracy,  not  a  democracy')  ;  "for  the  com- 
mon people,  one  language  only — native  German,  the 
only  pure  and  self-sufficient  language  containing 
within  itself  the  essence  of  all  true  culture" ;  "Every- 
thing German  and  for  the  Germans,"  "Deutschland, 
Deutschland,  iiber  alles."  Such  a  system  is  possible 
only  in  a  country  where  military  force  has  become  the 
trusted  weapon.  It  is  the  best  philosophy  that 
autocracy  has  given  to  the  world.  It  is  subtle, 
clannish,  powerful  in  destruction,  but  weak  in  con- 
struction, and  wholly  wanting  in  all  the  elements  that 
make  for  human  betterment,  human  happiness,  good 
will,  freedom,  equality,  and  justice. 

It  required  but  three  generations  of  Germans  to 
bring  about  this  complete  transformation  of  a  great 
people.  Pity  their  children  and  help  them  to  throw 
off  the  yoke  of  enslavement  and  the  deadening  in- 
fluence of  the  false  philosophy  of  education.  Given 
ideals,  teachers,  and  healthy  children,  an  educational 


116  Education,  Democracy,  the  League  of  Xatioiis 

system  may  be  made  to  change  the  entire  condition 
of  civilization  within  a  few  generations. 

Through  fortunate  circumstances,  during  the  same 
one  hundred  years  the  United  States  has  worked  out 
a  contrasting  philosophy  of  government  and  social 
life,  known  as  democracy ;  the  purest  of  its  t^^pe  that 
has  yet  been  evolved.  Again  it  is  found  to  require 
about  three  generations  before  the  spirit  of  the 
philosophy  becomes  the  second  nature  of  the  individ- 
ual. These  two  philosophies  of  life  have  entered  upon 
a  mortal  combat ;  the  one  with  its  implements  of 
might  in  perfect  condition,  the  other  with  its  imple- 
ments of  right  (human  justice,  fair  play)  only  par- 
tially ready  and  not  well  organized.  And  still  more 
unfortunate,  Democracy'  has  been  compelled  to  meet 
Autocracy  with  the  methods  and  annament  of  the 
latter,  at  least  in  so  far  as  it  can  use  them  v\-ithout 
breaking  faith  with  its  expressed  ideals  of  open 
diplomacy,  fair  play,  and  human  justice. 

Is  all  the  autocracy  to  be  found  in  Germany,  or 
all  the  democracy  in  America?  By  no  means,  though 
the  ranting  politician  and  patrioteer  mav  lead  man^- 
ignorant  people  to  think  so.  It  behooves  everyone  to 
examine  with  care  his  life  and  teachings  to  see  that 
his  influence  is  not  being  exerted  against  his  deeper 
interests.  Many  of  our  prominent  educators  are 
voicing  in  their  discussions  the  ver}^  phrases  and 
thought  used  so  subth'  fifty  years  ago  by  Gei-many 
to  build  up  the  autocratic  military  system  that  has 


Whence  and  Whither  117 

cost  so  much  human  suffering.  In  thnes  like  these 
democracy  is  safe  onlj'-  when  its  best  and  brainiest 
men  are  placed  at  the  helm.  Ignorance  can  never 
breed  truth  though  clothed  with  authorit3\ 

To  the  people  of  the  United  States  there  is  and 
has  been  but  one  course  in  this  war, — straight  ahead 
with  full  steam  on.  We  entered  to  make  the  world 
safe  for  democracy;  we  shall  continue  until  our 
mission  is  fulfilled.  There  will  be  time  enough  to 
consider  the  conditions  of  peace  when  we  get  the 
matter  of  safety  more  in  hand.  Two-thirds,  if  not 
three-fourths,  of  the  citizens  of  the  United  States  are 
pacifists  at  heart  and  will  continue  to  be  or  else 
surrender  their  democracy.  But  every  true  pacifist 
is  back  of  the  president  in  his  righteous  eifort  to  free 
the  world  from  entrenched  militarism  and  burden- 
some autocracy,  and  his  expressed  purpose  of  mak- 
ing the  world  safe  for  democrac3^  Fortunately  for 
the  country,  the  president  has  interpreted  truly  the 
heart  of  the  nation  in  the  messages  he  has  given. 
Never  has  a  country  been  more  thoroughly  united  in 
the  defense  of  a  war  which  it  prayed  might  not 
come  to  pass,  and  now  it  is  offering  no  regrets.  It 
has  heard  the  call  and  is  willing  to  pay  the  price. 

This  unanimity  of  our  people  in  the  defense  of  a 
war  for  which  they  were  unprepared  and  could  not 
have  been  prepared  without  surrendering  their  de- 
mocracy, was  not  brought  about  nor  furthered  by 
the  political  demagoguery  -of  the  militarists  against 


118  Education,  Democracy,  the  League  of  Nations 

the  pacifists.  Throughout  the  world  pacifism  is  as 
truly  behind  democracy  as  mihtarism  is  behind  au- 
tocracy. It  can  fight  if  it  must,  but  would  always 
rather  find  a  better  way.  For  the  present  mili- 
tarism and  pacifism  are  united  in  a  common  cause — 
the  overthrow  of  autocracy,  the  extension  of  democ- 
racy. Do  not  ask  the  pacifist  to  give  up  his  philoso- 
phy, nor  kick  him  while  sharing  faithfully  the  com- 
mon burden.  In  the  winning  of  the  war  for  a  larger 
and  timer  democracy,  we  are  neither  mihtarists  nor 
pacifists    but    common   Americans    all. 

True  patriotism  is  not  manifested  by  outward 
signs  made  for  the  occasion,  on  today  and  off  to- 
morrow. The  breweryman  can  show  his  patriotism 
by  a  button  or  the  flag  as  well  as  I,  but  he  cannot 
live  my  patriotism  and  continue  his  business.  The 
profiteer  can  wear  the  red  cross  and  go  on  with  his 
rates  of  usury,  but  he  cannot  feel  my  patriotism 
without  giving  all  to  save  the  boys  at  the  front. 
A  respected  citizen  may  wear  the  triangle  or  liberty 
bell,  sacred  through  the  shedding  of  blood  to  many 
of  us,  and  continue  without  compunction  the  use 
of  wasteful  luxuries,  weakening  himself  and  the  chil- 
dren of  coming  generations.  But  if  he  had  been  bap- 
tised with  the  patriotism  that  has  fallen  to  me,  he 
would  give  up  all  to  win  the  war  for  a  larger  and 
truer  democracy,  and  to  bring  the  boys  safe  home 
again. 

The  president  does  not,  and  the  people  need  not, 


Whence  and  Whither  119 

mistrust  the  genuineness  of  the  pacifists  in  support 
of  the  war  against  autocracy  and  militarism.  Their 
philosophy  has  been  tested  through  a  hundred  years 
of  trial  and  not  found  wanting.  It  is  receiving  now 
in  this  great  world  struggle  its  final  christening,  and 
will  not  fail  nor  grow  less  as  the  years  go  by. 

Columbia,  O  Columbia,  My  Columbia, 

Thy  spirit  live  forever  over  land  and  sea. 

America,  O  America,  My  America, 

My  hope,  my  trust,  my  all,  I  consecrate  to  thee. 


CHAPTER  X 

THE  NEED  OF  UNITED  ACTION  IN  SUPPORT  OF  THE  WAR^ 

As  I  see  it,  since  the  beginning  of  the  world  war  in 
1914,  the  thought  of  the  United  States,  as  well  as 
that  of  the  world,  has  been  crystallizing  around  two 
diametrically  opposing  principles  of  government: 
autocracy  and  democracy,  militarism  and  pacifism. 
In  the  United  States  the  crystallization  did  not  be- 
come pronounced  until  after  we  entered  the  war. 
But  it  was  extremely  fortunate  for  America  and 
the  democracy  of  the  world  that  the  pacifists  of 
the  United  States  won  the  presidential  election,  and 
placed  at  the  head  of  the  government  in  this  crit- 
ical time  one  so  thoroughly  tried  and  one  whose 
genuine  democracy,  love  of  personal  liberty  and 
human  justice  cannot  be  questioned. 

The  slogan  of  the  election,  the  virtue  of  the  op- 
ponent, the  harrowing  closeness  of  the  decision  all 
stand  forth  as  facts  quite  serious  in  the  country's 
history.  Where  the  German- American  stood  in  that 
election  is  no  longer  a  question.  "You  can  fool  some 
of  the  people  part  of  the  time  but  you  can  not  fool  all 

*  April  25,  1918. 

120 


I 


Need  of  United  Action  in  Support  of  War    121 

the  people  all  the  tmie."  Had  the  presidential  elec- 
tion gone  otherwise  we  would  have  entered  the  war 
just  the  same,  if  not  sooner.  But  the  opposition 
could  not  have  counted  on  such  united  allegiance 
of  the  pacifists  in  the  conduct  of  the  war.  The  great 
moral  issue  which  the  keen  vision  of  the  president  was 
able  to  see  and  crystallize  in  the  slogan  "Democracy 
against  Autocracy"  gave  courage  and  renewed  hope 
to  all  the  liberty  loving  people  of  the  earth.  From 
that  time  to  this  there  has  not  been  a  doubting 
Thomas  among  true  democrats  anywhere  as  to  the 
final  outcome  of  the  war,  however  long  it  lasts. 
Intelligent  men  will  never  return  to  a  lower  philoso- 
phy when  once  they  have  seen  a  higher. 

No  one  questions  the  militarists'  willingness  to 
enter  the  war.  But  they  cannot  win  this  war  alone. 
They  need  the  united  support  of  the  pacifists  of  all 
lands  if  they  are  sincere  and  in  earnest  to  make  the 
world  safe  for  democracy.  Why  the  continued 
abuse  of  the  pacifists  when  they  have  done  and  are 
doing  so  much  to  make  the  world  safe  for  democracy.'' 
What  matters  it  if  Secretary  of  War  Baker  is  half 
socialist  and  half  pacifist,  as  declared  by  U.  S.  Sena- 
tor Sherman,  providing  he  gives  the  country  such 
admirable  service  in  winning  the  war.^*  He  has  the 
brains  and  is  using  them  to  excellent  advantage  and 
the  great  satisfaction  of  the  large  majority  of  the 
people.  It  is  very  unfortunate,  yes,  damnable,  when 
party    politics    are    allowed    to    interfere   with    our 


122  Education,  Democracy,  the  League  of  Nations 

greatest  efficiency  in  winning  the  war.  Democracy  is 
sure  to  win,  but  it  would  take  less  time  and  require 
less  sacrifice  of  life  and  money  if  the  people  of  the 
United  States  would  forego  their  differences  for  the 
present  and  unite  their  interests  in  support  of  the 
president  in  bringing  to  a  successful  conclusion  this 
most  vital  issue  that  has  yet  been  met  by  the  gov- 
ernment. 

I  may  be  wrong,  but  I  do  not  believe  that  alle- 
giance can  be  forced  any  more  than  can  religion,  lan- 
guage, and  democracy,  and  persecution  of  people  for 
honest  scruples  or  faulty  thinking  produces  ten  ene- 
mies to  one  friend.  Democracy  cannot  fight  and  win 
in  the  same  cruel  way  as  autocracy.  Democracy 
even  at  war  will  insist  on  fair  play  and  human 
justice.  Intrigue  and  secret  diplomacy  may  advan- 
tage autocracy  but  never  democracy.  Christian  in- 
telligence is  sure  to  represent  the  largest  factor  in 
winning  the  war  for  democracy. 

I  am  still  of  the  opinion  that  the  president  was 
right  in  making  a  distinction  between  the  German 
government  and  the  German  people.  The  world  war 
is  not  a  struggle  against  people  or  nations,  but  a  life 
and  death  struggle  between  two  antagonistic  princi- 
ples of  government  which  can  not  longer  thrive  to- 
gether. Autocracy  can  never  be  overthrown  by 
subjects  and  slaves,  but  it  will  be  overthrown  by 
the  united  efforts  of  the  children  of  liberty  and  the 
free  peoples  of  the  earth.     In  this  struggle  there  is 


Need  of  United  Action  in  Support  of  War   123 

no  compromise  and  no  sacrifice  that  the  liberty 
loving  citizen  is  not  willing  to  make  to  extend  free- 
dom and  the  privileges  of  individual  initiative  to  all. 
If  democracy  wins,  the  autocracy  of  this  country 
will  be  held  in  check  and  the  democracies  of  all 
countries  will  take  courage  and  breathe  freer.  Nine- 
tenths  of  the  people  of  the  world  are  opposed  to  au- 
tocracy, and  with  growing  intelligence  the  people 
are  sure  to  rule.  In  our  democratic,  cosmopolitan 
citizenship  to  stir  up  strife  between  different  classes 
of  citizens  is  suicidal  to  the  best  interest  of  democ- 
racy both  here  and  abroad.  The  democracy  of  the 
United  States  is  the  stronger  because  within  its 
citizenship  it  contains  the  best  and  most  intelhgent 
of  many  peoples.  "United  we  stand,  divided  we 
fall." 


CHAPTER  XI 

THE  TWO  CONFLICTING  PRINCIPLES  OF  EDUCATION  AND 
GOVERNMENT^ 

Never  before  in  the  history  of  civilization  have  the 
two  opposing  principles  of  education  and  government 
—  autocracy  and  democracy  —  been  so  clearly 
drawn  as  in  the  present  world  war,  and  the  end 
means  the  pronounced  success  of  the  one  or  the  other. 
It  is  war  of  conflicting  philosophies,  not  of  men, 
nor  of  nations.  Austrians,  Czecho-Slovaks,  English, 
Germans,  Russians,  Turks  and  others  are  found 
fighting  on  either  side.  Being  the  first  war  of  its 
kind,  there  were  no  landmarks  nor  precedents  to 
guide  human  action.  Its  coming  and  universality 
were  distinct  surprises  to  all  peoples.  Because  of 
these  facts  preparedness  has  meant  less  than  in  any 
preceding  war.  It  is  difficult  to  be  prepared  to  meet 
the  unexpected,  except  through  that  clean  demo- 
cratic versatility  and  individual  initiative  which  re- 
sult through  the  education  and  constructive  activity 
of  free  men. 

From  the  earliest  times,  autocracy  and  democracy 

1  September  16,  1918. 

124 


Principles  of  Education  and  Government     125 

have  often  met  in  deadly  combat.  But  these  con- 
flicts wei'e  generally  local  and  internal,  involving  at 
most  but  a  few  nations.  They  were  usually  so 
planned  and  timed  by  autocracy — the  instigator  of 
all  wars — as  to  bring  but  one  result,  the  strengthen- 
ing of  the  few  through  the  further  weakening  of 
the  many.  The  common  people  of  other  nations 
saw  and  were  disturbed  at  the  suffering  and  subjuga- 
tion of  their  brethren,  but  usually  found  themselves 
impotent  to  aid  or  succor. 

Autocracy  has  never  been  in  the  majority  in  any 
country  at  any  time  and  has  scarcely  ever  been  rep- 
resented by  even  a  respectable  minority,  seldom  more 
than  one  in  twenty  and  usually  not  more  than  one 
in  fifty  of  the  population.  How  then  has  autocracy 
managed  to  keep  control  of  democracy.''  Principally 
through  the  subtle  direction  of  education,  political, 
and  social  life.  Those  destined  to  lead  and  rule  have 
had  every  opportunity  and  advantage  of  the  best 
and  broadest  education  while  those  destined  to  serve 
have  been  limited  to  the  barest  elements  in  the  narrow 
lines  of  their  immediate  service.  For  this  reason  the 
ignorant  peasantry  and  toilers  of  all  lands  are  often 
found  inadvertently  weaving  the  very  cords  that  are 
to  bind  themselves  and  children  in  perpetual  serf- 
dom ;  note  in  this  connection  the  pitiful  situation 
in  Russia,  so  near  to  universal  freedom  and  yet  so 
far ;  a  people  of  great  inherent  strength  and  wonder- 
ful human   possibilities,  naturally   affectionate   and 


126  Education,  Democracy,  the  League  of  Nations 

trustful,  made  distrustful  through  long  sufFermg  and 
abuse,  they  need  only  mtelligence  and  sympathetic 
guidance  for  the  short  period  in  wliich  they  are  find- 
ing themselves  to  become  a  noble  and  mighty  people 
in  the  family  of  nations. 

Never  before  has  the  fighting  spirit  of  the  world 
been  so  thoroughly  aroused,  nor  autocracy  so  thor- 
oughly deceived  in  the  latent  strength  and  fighting 
capabilities  of  democracy  when  aroused  and  or- 
ganized through  the  righteousness  of  the  cause. 
From  the  earliest  times  autocracy  has  loved  and 
taught  war.  It  has  thrived  by  aggression  and  brig- 
andage— reaped  where  it  did  not  sow.  It  knew  its 
capabilities,  prepared  in  secret  for  the  conflict, 
formed  secret  alliances,  sent  its  henchmen  through- 
out the  world  to  scatter  its  deceptive  propaganda, 
to  deceive  the  innocent  and  trustful  people,  to  tie 
the  hands  and  close  the  mouths  of  its  subjects;  but 
it  failed  to  comprehend  the  rising  spirit  of  democ- 
racy and  to  understand  the  meaning  of  the  kind  but 
earnest  words  of  the  president  of  the  truest  democ- 
racy. This  failure  to  comprehend  the  quiet  intelli- 
gence and  latent  strength  of  democracy  must  in  the 
end  spell  death  to  its  cause. 

The  newness  and  greatness  of  the  struggle  now 
going  on  between  autocracy  and  democracy  involves 
difficulties,  creates  misunderstandings  and  calls  forth 
inconsistencies  which  make  one  look  with  deeper  con- 
cern to  the  philosophy  of  life.     But  the  testing  is 


Principles  of  Education  and  Government     127 

sure  to  prove  of  value  to  education  and  human  char- 
acter. It  is  a  cruel  way  to  teach  truth  and  right, 
but  there  are  people  unable  to  be  aroused  b}'  any 
other  method.  Democracy'  has  been  long  in  finding 
itself.  It  has  been  patient  and  suffered  much.  But 
it  is  awakening.  It  has  discovered  its  strength,  and 
never  again  ■while  the  Christian  civilization  continues 
will  autocracy  be  permitted  to  control  and  dominate 
democracy.  But  the  peoples  of  the  world  do  not  need 
to  become  alaraied.  The  foundations  of  democracy 
rest  on  pacifism  and  the  universal  brotherhood  of 
man.  Democracy  can  never  initiate  an  offensive 
war  without  surrendering  its  foundation  principles 
and  that  it  will  never  do.  To  humanity  everywhere 
it  comes  as  a  friend,  and  not  as  a  foe.  It  will  sacri- 
fice to  make  men  free,  but  not  to  enslave  them.  Its 
citizens  have  the  courage  of  trusted  free  men  engaged 
in  a  holy  cause,  supported  by  equally  courageous 
loved  ones  waiting  to  take  their  places  should  the}' 
fall.  They  hate  war  and  its  cruelties,  would  sac- 
rifice much  to  avoid  it,  but  when  duty  calls  and 
there  seems  to  be  no  other  way,  with  a  song  on  their 
lips  and  a  prayer  in  their  hearts  they  enter  ready 
if  need  be  to  make  the  supreme  sacrifice.  Such  men 
are  invincible,  and  democracies  possess  them  in 
abundance. 

The  world  has  never  before  seen  such  an  awaken- 
ing and  alliances  of  Christian  democracies  as  is 
now  taking  place.     Taught  and  directed  so  long  by 


128  Education,  Democracy,  the  League  of  Nations 

autocracies  with  entrenched  militarism  most  men 
had  come  to  feel  that  there  was  no  other  way. 
Many  good  citizens  of  this  democratic  country  have 
advocated  militarism  and  the  necessity  of  building  up 
a  large  standing  army  to  protect  the  interest  of  the 
future  United  States ;  criticising  the  government  for 
the  lack  of  preparedness  at  the  very  time  the  gov- 
ernment was  showing  such  miraculous  alertness  in 
meeting  the  unexpected  emergency  that  threatened 
the  foundation  of  democracy  as  to  astonish  both 
friend  and  foe.  But  democracy  is  coming  to  its 
own  and  autocratic  militarism  with  its  intrigue  and 
secret  diplomacy  is  doomed. 

The  world  is  indebted  to  the  president  of  the 
United  States  for  seeing  and  bringing  into  clear 
relief  the  real  issue  of  the  world  war.  From  the 
time  of  his  message  crystallizing  the  issues  of  the 
war  in  the  two  opposing  philosophies  of  education 
and  government — autocracy  and  democracy — there 
has  never  been  the  least  doubt  in  the  minds  of  think- 
ing men  and  women  as  to  the  final  outcome  of  the 
struggle;  especially  if  democracy  can  be  organ- 
ized and  unified,  and  the  president  is  succeeding  in 
doing  that. 

One  can  scarcely  avoid  thinking  that  God  in  his 
overruling  providence  has  prepared  civilization  and 
is  guiding  humanity  for  this  great  and  final  death 
struggle  of  might  against  right.  Having  created 
man  in  His  own  image,  a  free  moral  agent ;  endowed 


Principles  of  Education  and  Government     129 

him  with  sufficient  intelligence  to  work  out  liis  own 
salvation ;  supplied  him  with  abundant  life,  food, 
and  energ}^;  instructed  him  to  multiply  and  re- 
plenish the  earth,  and  subdue  it ;  to  have  dominion 
over  the  fish  of  the  sea,  the  fowls  of  the  air,  over 
the  cattle  and  all  the  earth,  and  every  creeping  tiling 
that  creepeth  upon  the  earth  (but  note,  not  over  one 
another).  He  could  go  no  farther  in  compelling  man 
to  function  according  to  His  will  without  destroy- 
ing the  very  foundation  upon  which  His  kingdom 
was  built — individual  freedom  and  human  justice. 
This  law  represents  the  essence  of  all  human  progress 
and  true  education. 

History  furnishes  no  other  example  of  two  op- 
posing leaders  of  men  so  admirably  fitted  by  nature 
and  nurture  to  lead  the  rival  forces  of  autocracy 
and  democracy  in  the  first  and  final  world  struggle 
of  the  classes  against  the  masses,  as  Wilhelm  H, 
Emperor  of  Germany,  and  Woodrow  Wilson,  Presi- 
dent of  the  United  States.  Emperor  Wilhelm  II  is 
two  years,  one  month  and  a  day  younger  than  Pres- 
ident Wilson,  and  is  the  best  educated,  ablest  and 
most  revered  autocratic  king  since  the  time  of  the 
Cfiesars.  He  believes  in  the  divine  right  of  kings, 
the  inherent  superiority  of  the  German  people,  that 
might  is  the  true  test  of  greatness,  that  some  were 
born  to  rule  and  others  to  serve,  that  it  is  more  hon- 
orable to  live  by  wit  than  toil.  But  with  all  he  is  the 
most  efficient  and  skillful  leader  that  could  be  found 


130  Education,  Democracy,  the  League  of  Nations 

in  all  the  world  to  marshal  the  hosts  of  autocracy. 
If  he  fails  the  cause  will  be  irretrievably  lost.  On 
the  other  hand,  President  Wilson  is  by  nature  and 
nurture  a  democrat  of  democrats,  an  excellent 
scholar,  clear  thinker,  able  statesman,  accurate 
reader  of  men  and  interpreter  of  principles,  pure 
of  thought  and  action,  deeply  religious,  kind  and 
sympathetic,  but  keen  in  seeing  and  firm  in  righting 
injustice  among  men  and  nations.  If  democracy 
can  not  win  with  such  a  leader  the  cause  would  seem 
hopeless.  It  is  the  appropriateness  of  the  two 
leaders  for  the  work  in  hand  that  makes  one  feel 
that  God  in  his  mysterious  way  has  prepared  the 
time,  the  occasion,  and  the  man  for  this  greatest 
and  we  believe  last  war  of  nations,  that  man  may 
truly  turn  his  swords  into  plowshares,  and  that  God's 
kingdom  may  come  upon  earth  as  in  heaven. 

With  the  ideals  of  autocracy  and  democracy  so 
distinctly  drawn,  one  is  apt  to  make  grave  mistakes 
in  his  reasoning  if  his  intelligence  is  a  little  short. 
We  are  apt  to  think  that  autocracy  and  democracy 
are  national  characteristics  when  they  are  simply 
individual  qualities  of  mind.  Every  individual  is 
both  an  autocrat  and  a  democrat.  In  our  early 
selfish  period  of  development  we  are  all  autocrats,  in 
the  later  altruistic  period  of  development  we  are  all 
democrats  unless  we  have  been  spoiled  in  the  mak- 
ing and  have  become  fixed  in  a  lower  level  when  we 
might  have  evolved  into  a  higher.     I  believe  you  will 


Principles  of  Education  and  Government     131 

find  as  many  democrats  in  Germany  proportionately 
as  in  America,  and  as  many  autocrats  in  America 
proportionately  as  in  Germany.  So  far  as  my 
knowledge  of  European  conditions  goes  I  am  con- 
vinced that  social  democracy  is  more  pronounced  in 
Europe  than  in  America.  But  it  has  never  had  a 
chance  to  develop,  is  suppressed  and  held  in  sub- 
jection by  hereditary  autocratic  rulers.  When  hard 
pressed  autocracy  will  stoop  to  anything  to  gain 
its  end.  Should  a  strong  and  dangerous  democrat 
arise  he  is  purchased  if  corruptible  and  killed  if 
not.  But  there  is  no  difference  in  these  respects  in 
a  German  and  a  person  of  any  other  nationality. 
The  language  one  speaks  has  nothing  to  do  with  his 
patriotism  or  righteousness.  At  bottom  we  are  all 
one.  The  difference  at  the  top  is  due  to  our  educa- 
tion, habits,  religion,  and  purity  of  thought  and 
action.  Should  a  German  baby  at  birth  be  acciden- 
tally exchanged  with  a  similar  one  from  the  United 
States,  it  would  be  impossible  after  ten  or  twenty 
years  for  the  social  expert  to  right  the  mistake  or 
pick  from  the  crowd  the  one  or  the  other.  Hence 
the  foolishness  of  calling  each  other  names,  and 
teaching  our  children  songs  of  hate.  We  may  be 
terribly  cruel  and  perverse,  testing  the  patience  of 
good  people,  but  we  are  God's  children  all  and  will 
find  no  difficulty  in  living  together  in  happy  relations 
when  we  use  our  intelligence  and  quit  our  mean- 
ness. 


132  Education,  Democracy,  the  League  of  Nations 

Whether  one  is  an  autocrat  or  a  democrat  does 
not  depend  on  his  nature  but  upon  his  education 
and  his  attitude  toward  the  problems  of  Hfe.  When 
or  where  this  is  not  true  it  is  the  result  of  ignorance 
or  fear  of  the  consequences.  All  cowardice  is  not 
to  be  found  with  the  pacifists  nor  all  bravery  with 
the  militarists.  Autocracy  is  brave  (?)  while  fight- 
ing a  weaker  foe,  but  cowardly  when  it  meets  a 
stronger.  Democracy  possesses  a  different  kind  of 
courage.  It  is  the  Christian's  courage  of  sincerity 
and  belief  in  the  righteousness  of  his  fellowmen.  It 
grows  stronger  as  the  cause  becomes  more  difficult 
of  attainment. 

It  is  true  that  there  are  nations  autocratic  in  gov- 
ernment and  others  democratic.  But  in  the  former 
there  will  always  be  found  a  preponderance  of  demo- 
crats who  would  throw  off"  the  3'oke  if  they  could  and 
are  continually  crying,  "Come  over  into  Macedonia 
and  help  us" ;  while  in  the  latter  there  is  always  an 
annoying  group  of  autocrats,  patrioteers,  capitalists 
and  their  dupes  who  thrive  and  fatten  on  the  toil  and 
life  blood  of  their  fellowmen,  women  and  children. 
These  can  easily  be  distinguished  in  times  like  these 
by  their  wide-mouthed  patriotism,  intrigue  and  ef- 
forts to  create  discord  among  honest  citizens.  They 
have  failed  to  catch  the  spirit  of  democracy  and  the 
secret  of  the  three  cardinal  virtues  of  all  true  educa- 
tion— self-sustaining,  self-directing,  self-sacrificing 
individuals  of  whom  there  can  never  be  too  manv. 


Principles  of  Education  and  Government    133 

Now  that  the  issue  is  drawn  and  democrac}^  has 
accepted  the  challenge  of  autocrac}'  to  test  the 
strength  of  the  two  philosophies  by  mortal  combat, 
there  is  but  one  end  possible,  the  success  of  the  one 
or  the  other.  Democracy'  does  not  believe  that  might 
is  right,  and  was  loath  to  enter  such  a  contest.  But 
it  could  see  no  other  way  and  live.  If  autocracy  wins 
the  war,  militarism  will  continue  in  the  saddle,  not  in 
the  central  powers  only  but  in  the  entente  as  well. 
Autocracy  can  live  in  no  other  way.  If  democracy 
wins  the  war  all  people  who  believe  in  personal  lib- 
erty, justice  and  right  can  breathe  free,  for  the 
Prince  of  Peace  will  again  rule  the  world.  You 
can  determine  for  yourself  upon  which  side  is  God. 

The  militarists  and  autocratic  braggarts  who  have 
gotten  mixed  with  the  entente  powers  have  made  it 
more  difficult  to  obtain  a  desirable  peace  with  the 
least  loss  of  life,  by  instilling  unnecessary  fear  in 
the  minds  of  the  social  democrats  of  the  central 
powers  as  to  the  dangerous  consequences  of  their 
future  existence  in  surrendering  to  the  entente  na- 
tions. But  so  long  as  the  president  of  the  United 
States  has  a  hand  in  directing  the  peace  that  is  to 
follow  there  will  be  no  enslavement  of  any  people, 
strong  or  weak.  America  entered  the  war  to  make 
the  world  safe  for  democracy,  and  it  will  prove  true 
or  die  in  the  attempt. 

The  beginning  of  the  Christian  era  saw  a  conflict 
of   these   two   ideals    of   education   and   government 


134  Education,  Democracy,  the  League  of  Nations 

quite  similar  to  the  one  that  is  on  now.  The  leader 
of  democracy  then  endeavored  to  break  up  the  na- 
tional spirit  that  had  become  so  strong  and  deaden- 
ing to  human  progress,  and  to  substitute  for  it  the 
international  brotherhood  of  men — "neither  Jew  nor 
Gentile,  bond  or  free,  rich  or  poor,  but  whosoever 
will."  He  hoped  to  bring  the  change  about  through 
men's  love  of  right,  and  not  by  the  method  of  might. 
He  did  not  fail  but  seemed  to  have  greater  impelling 
power  with  the  use  of  his  weapons  then  than  his 
children  have  had  today.  However,  it  was  his 
struggle  then  that  is  saving  democracy  to  the  world 
today.  The  good  and  true  never  suffer  in  vain. 
Read  again  the  New  Testament  to  see  how  little 
the  world  has  changed.  The  international  spirit 
that  is  growing  up  through  the  sympathetic  stniggle 
of  the  entente  powers  will  never  die,  and  the  promised 
league  of  nations  will  be  one  step  more  in  the  direc- 
tion of  permanent  peace  and  good  will  to  men. 

Education  and  religion  are  the  two  most  vital 
factors  in  the  future  progress  of  democracy.  With- 
out an  intelligent  and  enlightened  citizenship  true 
democracy  is  impossible.  The  educational  reorgan- 
ization of  the  countries  after  the  war  will  depend  for 
their  success  almost  wholly  upon  the  intelligence, 
purity  and  constructive  energy  of  their  teachers. 


CHAPTER  XII 

A   LETTER   TO   THE   EDITOR   OF  "pERSOKXEL"   AND   AN- 
OTHER IN  REPEY   TO   THE  CHANGE   OF   KINDER- 
GARTEN   TO    PLAY    SCHOOL 

September  23,  1918. 
Editor  of  Personnel, 

Room  528,  State,  War  and  Navy  Building, 
Washington,  D.  C. 

Dear  Sir : 

I  am  pleased  to  know  that  the  army  personnel 
testing  is  to  be  used  with  the  one  hundred  and  twenty- 
five  thousand  young  men  now  about  to  enter  the 
United  States  Army.  Already  the  work  of  the  psy^ 
chologists  and  Personnel  Committees  has  been  of  im- 
mense value  to  the  government  in  aiding  the  military 
officers  in  equipping  so  quickly  such  a  large  and  ef- 
ficient army.  No  nation  enters  a  war  with  the 
thought  of  losing,  but  only  of  winning.  The  serious- 
ness of  the  situation  makes  it  essential  to  throw 
every  ounce  of  energy  into  the  balance  that  can  be 
utilized  for  the  purpose.  When  democracy  sees  the 
need  for  action  and  is  convinced  of  the  righteous- 

135 


136  Education,  Democracy,  the  League  of  Nations 

ness  of  the  cause  it  becomes  the  most  powerful  hu- 
man agenc}^  in  the  world,  and  man  for  man  is  in- 
vincible. The  self-confidence  which  is  put  into  the 
men  through  the  "Personnel  Work,"  selecting  each 
individual  for  the  place  in  which  he  can  serve  his 
country  best,  is  in  itself  of  incalculable  value  in  turn- 
ing out  an  efficient  army. 

It  may  not  yet  be  popular  to  say  that  the  military 
weakness  of  the  United  States  has  proven  to  be  its 
salvation,  but  it  is  true  nevertheless.  At  the  begin- 
ning of  the  war  most  of  our  military  officers  were 
trained  men  from  West  Point  or  Annapolis.  The 
number  was  too  small  and  too  individualistic  to  have 
established  any  cut-and-dried  sj^stem  of  military  tac- 
tics. The  foresight  and  keen  wisdom  of  the  presi- 
dent, at  once  crystallizing  the  world  war  under  the 
two  conflicting  philosophies  of  education  and  gov- 
ernment— autocracy  and  democracy — made  the  win- 
ning of  the  war  far  easier  to  the  Entente  Powers, 
since  it  gave  an  intelligent  basis  for  the  morale  of 
the  democratic  araiies.  It  was  the  onl}'^  means  to 
unite  and  bring  into  the  fray  the  peaceful,  liberty- 
loving  people  of  the  United  States.  Democracy  'be- 
came aroused  lest  it  might  lose  its  freedom  and 
become  subject  to  autocracy.  This  furnished  the  oc- 
casion to  turn  the  versatility^  and  latent  energy  of 
our  young  men  gained  through  constructive  activity 
into  the  new  channel  of  war  and  destruction.  Real- 
izing their  lack  of  preparedness  for  war,  the  serious- 


A  Letter  to  the  Editor  of  "Personnel"    137 

ness  of  the  situation,  and  the  suffering  of  humanity, 
they  entered  the  struggle  as  free  men  and  became 
exceedingly  apt  pupils  in  the  newest  principles  of 
warfare. 

With  excellent  military  teachers  which  we  had  and 
the  cleanest  and  most  capable  men  which  we  pos- 
sessed in  abundance,  the  fact  that  we  were  not  pre- 
pared furnished  the  opportunity  of  becoming  the 
latest  and  best  prepared  for  the  type  of  work  that 
must  be  done.  Had  we  possessed  greater  confidence 
in  our  preparedness  and  capability  we  would  not 
have  gone  at  the  task  as  faithfully  and  thoughtfully 
as  we  did  and  the  result  might  not  have  been  as  favor- 
able. With  the  union  of  the  psychologists,  Person- 
nel Committees  and  military  officers,  the  new  draft 
men,  S.  A.  T.  C.'s,  that  are  now  being  educated  will 
make  even  a  better  showing  in  army  efficienc3^  The 
incentive  gone,  however,  the  morale  of  the  men  will 
quickly  change. 

Very  truly  yours, 

(Signed)  G.  W.  A.  Luckey 


The  free  initiative  of  a  soldier  trained  in  a  democ- 
racy can  always  compete  Avith  a  soldier  trained  in 
an  autocracy,  no  matter  how  much  longer  the  auto- 
cratic training  may  have  been,  but  the  thing  that 
stands  first  in  my  judgment  in  the  winning  of  a 
war  is  brain  or  intelligence  well  placed. — G.  W.  A. 
Luckey.     In  Personnel.     Published  by  the  Adjutant 


138  Education,  Democracy,  the  League  of  Nations 

General  Committee  on  Classification  of  Personnel 
in  the  Army,  War  and  Navy  Building,  Washington, 
D.  C,  September  18th,  1918. 

PLAY  SCHOOL  INSTEAD  OF  KINDERGARTEN 

October  12,  1918. 
My  dear  Dean  Luckey : 

I  shall  be  glad  to  hear  what  you  think  of  the 
suggestion  which  I  have  made  with  regard  to  the 
use  of  the  name  Play  School  instead  of  Kindergarten. 
It  is  not  probable  that  the  old  name  will  be  hence- 
forth internationally  acceptable.  This  is  an  addi- 
tional reason  why  we  should  find  a  new  name  which 
better  characterizes  the  spirit  of  the  institution 
heretofore  called  Kindergarten. 

Do  you  have  any  other  name  to  suggest  .f^ 

What  are  the  good  reasons,  if  any,  for  continuing 
the  use  of  the  old  name.'' 

My  objection  to  the  name  Kindergarten  is  not 
the  result  of  a  prejudice  for  all  things  German 
aroused  by  the  war.  I  am,  and  long  have  been, 
opposed  to  giving  a  German  name  to  a  well  estab- 
lished part  of  our  school  system  which  is  founded 
upon  a  principle  which  is  utterly  foreign  to  the 
German  idea  of  education,  broadly  speaking.  None 
of  the  principal  nations  now  at  war  has  shown  as 
little  welcome  to  the  "Kindergarten  idea"  as  Ger- 
many. 


Play  School  instead  of  Kindergarten      139 

Gymnasium  is  the  name  that  best  represents  the 
German  idea,  and  this  is  the  name  of  the  school 
which  the  Germans  most  prize  and  in  which  the 
foundations  of  her  militarism  have  been  laid.  Dis- 
cipline and  obedience  to  command,  not  self-activity 
manifesting  itself  through  play,  are  the  controlling 
principles  in  German  education,  and  this  is  particu- 
larly true  of  its  earlier  stages. 

Froebel  himself  found  difficulty  in  finding  a  name 
for  the  school  for  young  children  as  he  thought  it 
ought  to  be.  The  name  which  he  gave  to  it  seemed 
to  be  a  happy  inspiration  and  the  world  will  al- 
ways be  glad  that  he  did  not  adopt  the  name  used  at 
that  time  for  the  type  of  school  for  young  children 
which  immediately  preceded  the  Kindergarten.  It 
was  called  Kleinkinder-beschaftigungsanstalt, — a 
name  well  suited  to  characterize  an  establishment  in 
which  "occupations"  played  so  large  a  part  in  keep- 
ing the  children  busy.  The  institution  founded  by 
Froebel  carried  over  the  idea  of  its  predecessor,  but 
much  modified.  The  "occupations"  were  not  to  be 
directed  by  the  teacher  altogether,  the  teacher  dic- 
tating each  move,  but  were  to  be  such  as  would  set 
free  the  child's  spontaneous  activity  in  creating 
things  out  of  materials  placed  before  him.  It  was 
therefore  a  new  educational  movement  which  had  for 
its  motive  growth  through  self-activity,  hence  de- 
velopment of  initiative,  freedom,  and  independence. 
Such  a  movement  was  therefore  democratic  in  its 


140  Education,  Democracy,  the  League  of  Nations 

social  and  political  outcomes,  and  this  explains  why 
the  seed  which  Froebel  planted  bore  so  little  fruit 
until  transplanted  to  foreign  soil,  especially  the 
United  States.  It  is  impossible  to  imagine  Froebel 
as  a  part  of,  or  in  sympathy  with,  the  Germany  of 
to-day.  Can  anyone  picture  him  who  said  so  ten- 
derly, "Come,  let  us  live  with  our  children,"  marching 
through  Belgium  and  being  in  any  degree  respon- 
sible for  the  fate  that  befell  so  many  of  her  little 
ones.f*  Why  therefore  should  we  continue  to  use  a 
German  name  for  an  institution  that  is  so  violently 
in  opposition  to  German  militarism  which  now  seeks 
to  dominate  the  world .? 

It  would  be  better  to  say  "Froebel  School"  in- 
stead of  "Kindergarten,"  for  his  name  will  always 
be  associated  with  the  idea  for  which  it  stands,  but 
this  name  is  open  to  the  objection  that  the  kinder- 
garten of  today  has  added  features  and  is  an  im- 
provement over  that  of  his  time.  It  is  true,  how- 
ever, that  the  institution  which  he  founded  and 
which  has  been  much  modified  rests  upon  the  play 
motive.  The  play  spirit  is  native.  By  means  of 
play  the  child  grows.  Growth  is  the  aim  of  all 
school  life,  and  since  it  is  promoted  in  childhood 
through  the  play  spirit  why  not  say  Play  ScJiool 
instead  of  Kindergarten? 

Other  names  have  been  suggested,  but  "Play 
School"  is  most  in  accord  with  the  popular  concep- 
tion of  the  controlling  motive  in  the  Kindergarten, 


Play  School  instead  of  Kindergarten      141 

and  since  the  value  of  play  has  become  better  appre- 
ciated and  more  dignified  in  these  modern  times,  the 
name  suggested  will  be  neither  misleading  nor  objec- 
tionable on  other  grounds. 

W.  P.  B. 

October  26,  1918. 
j\Iy  dear  Dean  B.  : 

Your  letter  requesting  my  judgment  on  the  chang- 
ing of  the  name  kindergarten  to  that  of  play  school 
is  at  hand.  I  have  read  your  argument  for  the 
change  with  special  interest.  On  this  subject  I  do 
not  agree  with  your  judgment  and  conclusion,  but  I 
admire  the  courage  of  one  who  would  single-handed 
undertake  a  task  more  formidable  than  that  of  re- 
moving an  autocratic  kaiser  from  his  throne.  Before 
the  beginning  of  the  world  war  while  a  student  in  the 
universities  of  Germany  I  was  grieved  with  the  class 
distinctions  and  the  autocratic  educational  system 
notwithstanding  its  many  excellent  qualities,  but  I 
did  not  have  the  courage  then  to  try  to  knock  them 
out,  although  frequently  my  blood  was  made  to  boil 
at  the  lot  of  the  common  people.  It  may  have  been 
due  in  part  to  the  fine  democratic  treatment  given  to 
myself  and  family  by  the  ruling  autocracy  of  the 
country.  I  do  not  think  they  discovered  nor  fully 
realized  that  I  was  born  and  bred  a  commoner. 
There  are  growing  up  in  our  midst  today  many  auto- 
cratic institutions  like  the  Phi  Delta  Kappa,  more 


142  Education,  Democracy,  the  League  of  Nations 

subtle  and  deadening  in  their  influence  against  true 
democracy  and  education  than  any  high  school  fra- 
ternity. Would  it  not  be  wiser  and  better  to  turn 
our  batteries  on  these  autocratic  institutions  first 
and  leave  the  more  democratic  kindergartens  for  a 
little  longer  lease  of  life?  When  the  beam  is  re- 
moved we  can  see  better  to  remove  the  mote. 

Have  you  forgotten  that,  "In  the  beginning  was 
the  Word,  and  the  Word  was  with  God,  and  the 
Word  was  God"?  In  other  words  that  language  is 
inspired,  the  voice  of  God  and  not  made  by  man 
alone.  It  is  the  earliest  and  most  stable  element  of 
civilization.  Political  systems  change  but  the  lan- 
guage of  childhood  lives  on  forever.  Such  will  surely 
be  the  case  of  Bohemia,  Ukraine,  Poland  and  other 
countries  when  free  to  develop  from  within  accord- 
ing to  nature.  The  name  kindergarten  is  only  Ger- 
man in  origin.  Through  use  it  has  become  more 
English  than  German.  It  never  was  a  bad  woi*d  and 
has  always  stood  for  a  God-given  democratic  in- 
stitution, too  democratic  to  prosper  in  autocratic 
Germany.  In  1851,  the  year  preceding  Froebel's 
death,  the  Prussian  minister  of  education  and  re- 
ligion, von  Raumer,  issued  a  decree  forbidding  the 
establishment  of  kindergartens  throughout  the  king- 
dom in  these  words:  "Schools,  therefore,  which  are 
directed  on  Froebel's  or  on  analogous  principles  can 
not  be  tolerated."  Autocracy  does  not  hesitate  to 
direct  deity  if  on  the  wrong  side,  but  democracy 


Phnj  School  instead  of  Kindergarien      143 

seeks  always  to  know  His  laws  and  to  obey  them.  It 
was  this  ciniel  reception  of  Froebel's  life  work  at 
home  which  caused  him  to  turn  with  a  surviving  hope 
to  the  new  democracy  of  the  United  States  of  Amer- 
ica as  the  countr}^  best  fitted  by  virtue  of  its  spirit 
of  freedom,  love  of  truth,  justice,  Christianity,  and 
pure  family  life,  to  receive  and  enlarge  his  educa- 
tional message  and  to  profit  by  it.  That  vision  was 
prophetic  and  is  now  being  realized  through  the  kin- 
dergarten. 

Froebel  was  an  internationalist  and  lived  and 
wrote  for  humanity.  Hence  in  reading  his  life  and 
teachings  one  forgets  he  was  a  German.  Whatever 
his  nationality  he  was  a  democrat  and  a  true  brother 
of  mine.  The  world  would  be  happier  and  better  if 
rejuvenated  Germany  should  produce  many  more 
educators  like  Froebel.  He  was  not  alone  in  fol- 
lowing close  to  the  footprints  of  the  Master  who 
took  little  children  to  his  arms,  and  blessed  them. 
Froebel  said,  "Come,  let  us  live  with  our  children," 
and  that  is  what  we  are  trying  to  do  through  the 
kindergarten.  How  much  Froebel  was  indebted  to 
the  other  great  leaders  like  himself  will  never  be 
known.  He  was  quite  familiar  with  the  Schola 
Materni  Gremmii  of  the  world  renowned  Christian 
educator  Comenius,  and  was  inspired  by  the  demo- 
cratic teaching  of  his  own  and  the  children's  friend 
Pestalozzi,  of  whom  he  said :  "He  set  one's  soul  on 
fire  for  a  higher  and  nobler  life.   .   .   ."     He  lived  in 


Itt-i  Education,  Democracy,  the  League  of  Nations 

a  period  of  educational  classics  and  world  renowned 
thinkers  and  writers.  Of  his  teacher  Pestalozzi,  of 
whom  it  was  said  he  had  not  read  a  book  in  thirty 
years,  one  could  truly  say  in  the  words  of  Words- 
worth : 

One  impulse  from  a  vernal  wood 
May  teach  you  more  of  man, 
Of  moral  evil  and  of  good, 
Than  all  the  sages  can. 

All  these  great  educators  lived  close  to  nature  and 
to  truth,  and  we  are  safe  in  holding  fast  to  the 
best  they  have  given  us  through  their  struggles. 

There  are  tens  of  thousands  of  parents  in  this 
country  today  whose  lives  have  been  made  sweeter 
and  whose  steps  steadier  on  account  of  their  early 
associations  in  the  kindergartens  of  their  communi- 
ties. What  matters  it  what  child  of  God  gave  to 
the  world  the  name,  providing  the  spirit  of  truth 
and  righteousness  reigns  supreme?  The  term  kinder- 
garten was  used  by  my  mother  before  I  was  born, 
and  I  have  reason  to  believe  that  she  died  without 
suspecting  its  German  origin.  I  had  myself  become 
quite  familiar  with  the  word  and  the  institution  that 
it  represents  before  realizing  that  it  was  a  German 
word.  I  think  the  same  is  true  with  the  hundreds 
of  other  German  woj^s  that  you  and  I  use  every 
day  without  being  c^i^cious  of  their  German  origin. 


Play  School  instead  of  Kindergarten      145 

To  me  the}'  have  become  good  English  words  and  I 
should  regret  to  be  compelled  to  give  them  up.  I 
may  be  alone  or  in  the  minority  but  it  always  seems 
to  me  a  wiser  and  better  plan  to  enrich  one's  own 
language  by  incorporating  in  it  the  best  and  purest 
thought  and  expression  of  all  peoples  and  languages. 
This  to  me  is  the  true  democracy  for  which  our 
country  stands  exemplified.  I  am  not  afraid  nor 
loath  to  accept  the  burdens  and  share  in  the  re- 
wards of  God's  people  anywhere  whether  Jew  or 
Gentile.  If  God  gives  you  a  vision  of  a  better  in- 
stitution and  word  than  kindergarten  promulgate 
it  by  all  means  and  I  will  be  ready  to  back  you,  but 
until  that  time  let  us  wait  for  His  voice  before  de- 
spoiling our  language  of  such  a  good  and  appro- 
priate word  as  kindergarten.  Plaj^  school  does  not 
mean  the  same  and  would  be  very  unfortunate  as  a 
substitute.  I  feel  sure  that  all  will  appreciate  to 
know  how  the  educators  of  the  country  to  whom  you 
sent  the  questionnaire  aligned  themselves. 
Sincerely  yours, 

G.    W.    A.    LUCKEY 


CHAPTER  XIII 

THE   CITIZEN   SOLDIERY   OF  A  DEMOCRACY  ^ 

Truth  and  right  are  divine  attributes  of  human 
nature  that  make  for  civilization.  The  sustaining 
power  of  both  is  so  great  that  they  act  as  a  shield 
to  those  who  put  their  trust  in  them.  Neither  the 
individual  nor  the  nation  can  hope  to  rise  in  opposi- 
tion to  their  dynamic  force.  The  common  people  of 
a  democracy  are  so  individualistic  and  independent 
that  it  requires  great  issues  well  put  to  unite  them 
and  bring  forth  their  fighting  morale.  Open  diplo- 
macy becomes  absolutely  essential  to  lead  and  keep 
up  the  morale  of  such  a  people.  At  every  turn  they 
must  know  what  they  are  striving  for  and  that  the 
aim  is  right  and  the  object  worth  the  cost.  It  re- 
quires far  more  intelligence  to  successfull}'^  lead  the 
soldiers  of  a  democracy  than  those  of  an  autocracj'. 
To  those  who  know  him  best  General  Pershing  is  the 
truest  type  of  the  democratic  citizen  soldier;  clean, 
honest,  able,  self-sacrificing,  discreet,  modest,  sym- 
pathetic, thoughtful  of  his  men,  adverse  to  human 
suffering,  deeply  interested  in  human  welfare,  ready 

'October  7,   1918. 

146 


Tlie  Citizen  Soldiery  of  a  Democracy      l-iT 

to  serve  or  lead  according  to  the  needs  of  the  time, 
never  happier  than  when  in  citizen's  clothes  engaged 
in  constructive  activity  along  ^Wth  his  university  col- 
leagues. 

When  the  world  war  is  over,  the  weak-minded  hys- 
teria passed,  and  the  people  able  to  think  straight 
once  more,  a  more  critical  study  should  be  made  of 
the  methods  of  education,  industry,  commerce,  gov- 
ernment, social  life,  and  the  leaders  of  thought  and 
action ;  that  our  children's  children  may  not  be  com- 
pelled through  false  teaching  to  pass  through  an- 
other world  conflict  more  terrible  than  the  one  from 
which  we  are  just  emerging.  We  can  trust  the  citi- 
zen soldiery  of  a  democracy,  even  if  unprepared  for 
war,  to  protect  the  people  against  any  foe  should 
the  necessity  again  rise.  God  is  teaching  his  chil- 
dren that  military  unpreparedness  is  the  salvation 
of  democracy.  Military  autocracy  may  have  learned 
the  lesson  also.  When  our  citizen  soldiers  return 
to  their  homes  they  will  leave  many  of  the  young 
stalwart  heroes  behind.  Innumerable  homes  will  have 
their  vacant  chairs  and  wounds  too  deep  to  heal  and 
memories  too  sacred  to  forget.  Our  brothers  across 
the  seas  have  suffered  more,  and  deeper  still  must 
be  the  suffering  and  destitution  of  the  children  of 
the  central  powers.  Love  in  its  errands  of  mercy 
knows  neither  friend  nor  foe.  Words  are  weak  mes- 
sengers now,  but  the  sympathetic  touch  of  a  hand  or 
a  life  that  is  true  ma}^  stimulate  hope.     The  lessons 


148  Education,  Democracy,  the  League  of  Nations 

taught  by  aroused  democracy  have  been  very  en- 
couraging to  those  who  believe  in  truth  and  right, 
but  they  should  not  overlook  the  subtle,  impelling 
power  of  the  methods  of  autocracy  when  given  to 
children  in  sugar-coated  doses.  The  lesson  taught 
by  the  clean,  cool-headed,  quiet  courage  of  our  sol- 
dier boys  ought  to  encourage  others  to  live  clean  and 
true. 

Wrongs  committed  against  individuals,  institu- 
tions, races,  and  nations  should  be  righted  in  so  far 
as  that  can  be  done  without  violating  the  highest 
justice;  the  intelligent  use  of  academic  freedom,  free 
speech,  liberty  of  conscience,  and  democratic  foun- 
dations should  be  made  secure.  In  educational  in- 
stitutions the  true  foundation  of  democracy,  wherein 
the  subtle,  deadening  influence  of  autocratic  methods 
has  been  shaping  the  policy,  there  should  be  a  com- 
plete reorganization  and  a  quick  change  to  demo- 
cratic methods  and  leaders.  No  man  should  be  per- 
mitted to  lead  the  new  democracy  that  is  costing  so 
much  suffering  to  establish,  unless  he  can  show 
under  the  search-light  of  his  compeers  honest}^,  jus- 
tice, intelligence,  foresight.  It  requires  more  than 
a  college  fraternity  pin  to  make  a  man  and  scholar, 
the  wearing  of  a  flag  or  class  button  to  make  a 
patriot,  or  the  bestowal  of  an  iron-cross  to  make  a 
soldier.  Reliance  on  these  is  a  curse  to  democracy 
and  true  education.  The  success  of  democrac}-  de- 
pends upon  the  energy,  intelligence,  alertness,  open- 


The  Citizen  Soldiery  of  a  Democracy      149 

mindedness,  justice,  and  honesty  of  the  common  peo- 
ple and  their  leaders. 

When  the  war  is  over  and  we  begin  to  search  our 
lives  to  find  what  is  true  in  them  and  worthy  to  be 
passed  on  to  our  children,  there  will  be  a  shaking 
off  from  within  of  secret  fraternity  life,  toadyism, 
intrigue,  secret  alliances,  special  privileges,  and  the 
holding  of  unearned  rewards  the  purpose  of  all  of 
which  is  to  undermine  the  foundations  of  democracy 
and  defeat  the  ends  of  true  education  and  individual 
justice.  It  is  the  autocratic  spirit  of  our  natures 
inherited  from  our  European  ancestrj^  compelled, 
through  class  distinctions,  to  submit  to  toadj^ism, 
and  still  to  be  found  more  prevalent  in  Europe  than 
in  America,  The  lessons  of  the  war  should  enable 
the  common  people  of  all  countries  to  rid  themselves 
of  this  autocratic  incubus,  a  relic  of  feudalism.  But 
the  overthrow  of  the  secret  and  damaging  influ- 
ences of  autocracy  will  not  be  so  easy  as  it  may  seem. 

The  autocratic  feeling  is  so  strong  in  us  all  that 
a  little  flattery  is  almost  sure  to  turn  the  head  of 
any  but  the  strongest  minds.  We  are  so  far  re- 
moved from  the  subtle  influences  and  so  ignorant 
of  the  real  conditions  which  caused  the  war  that 
we  do  not  sense  the  fact  that  a  small  group  of 
German  autocrats,  not  to  exceed  three  per  cent  of 
the  people  of  the  nation,  through  the  manipulation 
of  the  educational  system  brought  on  the  world  war, 
and  through  the  aid  of  their  dupes  and  unwilling 


150  Education,  Democracy,  the  League  of  Nations 

subjects  came  within  an  ace  of  winning  and  of  dic- 
tating the  terms  of  peace.  Tliere  is  another  fact 
equally  important,  which  our  people  have  not  yet 
sensed,  that  the  pacifists  of  the  United  States  by 
their  votes  and  loyal  support  of  the  president  whom 
they  had  elected,  in  spite  of  the  criticism  and  igno- 
miny heaped  upon  them,  saved  the  day  for  the  de- 
mocracies of  the  world.  Will  they  now  remain  quiet 
while  they  see  the  autocrats,  patrioteers,  profiteers, 
and  loud-mouthed  politicians  reaping  unmolested  the 
loaves  and  fishes.?  Yet  we  all  know  how  quickly  the 
autocrat  can  be  made  to  complain  and  cry  "Wolf" 
by  stripping  him  of  his  ill-gotten  gain.  The  soldiers 
of  military  autocracy  soon  lose  their  morale  no  mat- 
ter how  thorouglily  prepared  for  war  they  may  have 
been  when  they  meet  an  equal  or  stronger  foe.  The 
true  democrat  would  always  rather  be  right  and  fail 
than  wrong  and  succeed.  In  the  former  case  he 
will  have  kept  the  faith  and  will  not  contaminate 
his  children  when  taking  them  to  his  arms. 

Through  the  conduct  of  democracy  and  pacifism 
in  this  war  the  world  has  learned  an  important  lesson 
that  could  probably  have  been  taught  in  no  other 
way,  i.  e.  the  autocratic  harangue  concerning  the 
necessity  of  military  preparedness  in  a  true  democ- 
racy is  a  will-o'-the-wisp  or  nightmare  that  can  be 
placed  along  with  other  fool  notions  of  demagogues 
and  ignorant  people  into  perpetual  discard.  The 
nation  least  prepared  for  war  in  a  military  sense  was 


The  Citizen  Soldiery  of  a  Democracy     151 

destined  to  play  the  most  important  role  in  redeem- 
ing God's  people  from  the  eternal  thralldom  of  mili- 
tary autocracy.  Had  the  German  Emperor  kno^^^l 
the  latent  power  and  fighting  quality  of  democracy 
and  pacifism  when  once  aroused  by  acts  of  injus- 
tice, he  would  have  given  greater  weight  to  the  kind 
but  firm  words  of  the  president  when  he  spoke,  and 
in  so  doing  might  have  saved  his  people  from  need- 
less suffering  and  misery.  He  knows  it  now  as  do 
all  of  his  autocratic  friends,  but  it  is  too  late. 

The  president  conceived  the  strength  of  his  peo- 
ple, appreciated  the  confidence  placed  in  him,  hoped 
that  some  intervening  cause  might  prevent  the  neces- 
sity of  the  United  States  entering  the  war,  but  when 
he  could  see  no  other  way  to  save  democracy  and 
justice  to  the  peoples  of  the  world  he  asked  his  people 
to  enter  the  conflict.  His  strongest  support  in  the 
election  was  that  of  the  pacific  common  people.  They 
had  trusted  him,  and  he  had  sufficient  clearness  of 
vision  to  see  that  he  could  trust  them  even  though 
forcing  them  into  a  war  in  defense  of  a  righteous 
cause.  He  was  not  mistaken  in  his  people  and  the 
world  has  learned  the  new  lesson  that  under  certain 
circumstances  pacifists  may  fight,  and  that  a  demo- 
cratic people  opposed  in  principle  to  military  pre- 
paredness may  still  give  a  good  account  of  them- 
selves when  the  unexpected  military  emergency 
arises. 

But   whv    are   the   raw   soldiers   of   a   democracy 


152  Education,  Democracy,  the  League  of  Nations 

abler  man  for  man  than  the  trained  soldiers  of  an 
autocracy?  First,  they  will  not  fight  unless  they  be- 
lieve in  the  righteousness  of  the  cause;  so  believing, 
they  desire  to  win  and  are  willing  to  make  the  su- 
preme effort  to  win ;  second,  the  comradeship  between 
officers  and  men  is  closer,  and  the  willingness  to  sac- 
rifice for  the  good  of  others  is  stronger;  third,  the 
education  that  comes  through  constructive  activit\'^ 
develops  faster  and  brings  forth  greater  initiative 
(quite  important  in  war)  than  the  narrow  training 
and  drill  in  destructive  processes,  the  latter  can 
never  be  carried  on  by  men  with  the  same  heart  as 
the  former;  fourth,  in  a  democracy  there  is  less  call 
for  toadyism  and  time-serving  and  more  genuine  loy- 
alty and  hopefulness  which  keeps  up  the  soldier 
morale ;  fifth,  when  the  emergency  arises  the  military 
methods  of  democracy  are  more  intelligent  and  scien- 
tific and  the  people  more  united. 

Note  in  this  connection  the  admirable  work  of  the 
psychologists  in  conjunction  with  the  Adjutant  Gen- 
eral Committees  on  Classification  of  Personnel  in  the 
Army,  wherein  every  man  of  the  army  after  thorough 
examination  and  testing  is  recommended  for  promo- 
tion or  demotion  to  the  position  he  is  best  fitted  to 
fill.  What  man  in  a  democracy  is  not  willing  to  take 
a  secondary  place  when  he  knows  his  leader  in  the 
same  cause  truly  ranks  him  in  ability.  No  more 
truly  democratic  plan  of  creating  an  efficient  army 
could  be  devised,  and  it  can  be  done  again  better 


The  Citizen  Soldiery  of  a  Democracy      153 

should  the  emergenc}'  ever  arise.  How  utterly  im- 
possible it  would  be  to  use  such  a  system  in  selecting 
the  officers  and  creating  the  anny  of  an  autocracy 
without  relegating  the  weak  autocrats  to  the  rear 
and  destro^'ing  the  autocracy  itself.  The  morale  of 
an  army  that  means  so  much  to  its  success  can  never 
be  developed  to  the  highest  degree  nor  maintained 
through  autocratic  methods,  and  unless  democracy 
can  be  made  to  see  ahead  a  worthy  cause  and  a  dan- 
gerous condition  to  human  society  that  needs  right- 
ing it  can  not  be  made  to  fight  no  matter  how  strong 
the  urging. 

The  method  used  by  the  psychologists  in  conjunc- 
tion with  the  Adjutant  General  Committees  on  Clas- 
sification of  Personnel  in  the  Army,  or  a  somewhat 
similar  one  of  selecting  the  right  teacher  for  the 
right  place  would  prove  of  immense  value  in  our 
educational  system  over  the  present  autocratic  one 
of  hit-or-miss,  or  the  so  prevalent  practice  of  sel- 
fishly aiding  the  coarse-grained,  half-educated  auto- 
crats of  one's  clique  to  obtain  the  best  paying,  most 
responsible  positions,  to  become  the  directors  of  fine- 
grained, well-educated,  democratic  teachers  of  far 
superior  quality.  The  same  psychological  method 
or  a  somewhat  similar  one  as  now  used  by  the  psy- 
chological clinics  of  the  better  city  school  systems 
might  be  greatly  extended  and  used  with  profit  in 
adapting  the  education  to  the  capacity  and  needs 
of  the  individual. 


154  Education,  Democracy,  the  League  of  Nations 

When  the  war  is  over,  the  nations  free,  and  the 
world  safe  for  democracy,  we  can  turn  our  attention 
once  more  with  added  wisdom  and  courage  to  the 
wrongs  in  our  educational,  industrial,  commercial, 
political,  social,  and  religious  systems  that  need 
righting  before  the  world  can  be  made  truly  safe  for 
democracy  and  peace  and  righteousness  reign  su- 
preme. 


CHAPTER  XIV 

IS   DEMOCRACY   SAFE?  ■*■ 

United  democracy  is  just  emerging  victorious 
from  the  greatest  and  most  hotly  contested  war  of 
the  ages.  Never  before  have  the  democracies  of  the 
world  been  so  thoroughly  united  in  spirit,  nor  re- 
mained so  truly  united  until  the  end  of  the  conflict. 
Even  the  autocratic  minority  of  all  countries,  which 
until  now  has  held  control  and  dictated  the  policy, 
has  been  carried  off  its  feet  and  in  the  entente  na- 
tions has  united  with  democracy  to  overcome  the 
greatest  and  most  thoroughly  prepared  military 
autocracy  of  the  world.  In  past  conflicts  it  has  been 
always  one  autocracy  arraj'ed  against  another. 

Autocracy  ridiculed  democracy  because  of  its 
knowTi  love  of  pacifism,  fair  play,  and  the  inherent 
rights  of  humanity,  and  thought  it  could  not  and 
would  not  fight.  The  autocracies  of  the  central  pow- 
ers, at  least,  are  looking  through  different  eyes  now. 
But  in  the  United  States  there  were  many  autocrats 
made  hysterical  through  fear  that  the  truest  de- 
mocracy of  the  world  could  not  fight  in  its  unpre- 

1  November  1,  1918 

155 


156  Education,  Democracy,  the  League  of  Nations 

pared  state  for  war  and  that  the  Germans  would 
catch  them  in  spite  of  the  protection  afforded  them 
through  the  peace-loving  Democrats.  They  know 
better  now.  Another  serious  difficulty  to  their  selfish 
hopes  arose,  should  democracy  when  unprepared  be 
ready  and  able  to  meet  any  emergency  that  might 
arise  affecting  the  welfare  of  humanity,  it  would  be  a 
death  stroke  to  their  cherished  philosophy  concerning 
the  necessity  of  military  preparedness  for  the  safety 
of  a  democracy.  Hence  from  the  beginning  of  the 
war  they  have  criticised  the  patriotism  of  all  who 
did  not  agree  with  them,  and  have  shown  their  own 
patriotism  by  criticising  and  maligning  the  president 
and  commander-in-chief  of  the  United  States  army, 
at  a  time  when  he  was  successfully  leading  the  demo- 
cratic hosts  of  the  world  to  the  greatest  and  most 
honorably  won  victory  in  human  history.  Other  na- 
tions have  been  drawn  to  his  ideals,  have  trusted  in 
his  leadership,  and  have  taken  him  at  his  word.  If 
he  does  not  ring  true  it  will  be  because  his  hands  are 
tied. 

Democracy  has  showni  that  under  the  right  sort 
of  leadership  it  can  fight,  and  when  internationally 
united  can  defend  itself  against  any  foe  however 
great  and  well  prepared.  Never  again  will  the 
united  democracies  of  the  world  be  called  upon  to 
face  so  great  and  confident  a  foe,  but  the  more  seri- 
ous dangers  now  are  the  little  foxes  that  stealthily 
eat  away  the  vine  while  the  husbandman  sleeps. 


Is  Democracy  Safe?  157 

We  must  not  conclude  that  some  men  are  always 
autocrats  while  others  are  always  democrats.  It  is 
not  true.  The  man  has  never  lived,  barring  Jesus, 
who  has  not  at  some  period  of  his  life  been  an  auto- 
crat ;  and  no  man  should  ever  live  who  does  not,  at 
least  in  the  later  period  of  his  life,  become  a  true 
democrat  (I  am  not  using  the  word  in  a  party 
sense).  Autocracy  is  based  on  our  selfish  nature, 
democracy  on  our  altruistic.  One  can  not  be  a  true 
democrat  nor  Christian  without  sacrifice,  often  the 
things  held  most  dear,  for  the  protection  and  wel- 
fare of  others  even  though  an  enemy.  "If  thine 
enemy  hunger,  feed  him."  Through  constructive 
service  and  the  bearing  of  burdens  of  the  weak  man 
becomes  strong  and  worthy  the  rewards  of  the  just. 
But  better  still  is  the  reward  of  him  who  aids  the 
weak  to  become  strong,  the  false  to  become  true,  the 
bound  to  become  free,  and  the  unjust  to  become 
just. 

Never  before  has  democracy  had  such  an  excel- 
lent opportunity  to  show  whether  it  will  ring  true  in 
success.  It  has  convinced  the  world  that  it  can  and 
will  ring  true  in  adversity.  But  its  new  found 
strength  is  approaching  a  severer  testing.  With  its 
life  long  foe  at  its  mercy,  will  it  be  true  to  its  prom- 
ises and  show  mercy ;  separating  the  innocent  from 
the  sins  and  just  punishments  of  the  guilty?  If 
democracy  represents  a  higher  and  truer  philosophy 
than  autocracy,  it  will  show  it  now  at  the  peace  table 


158  Education,  Democracy,  the  League  of  Nations 

in  giving  to  the  world  the  first  democratic  peace  with 
a  democratic  league  of  nations  to  share  with  one 
another  in  the  responsibility  of  keeping  the  peace 
for  our  children's  children. 

Autocracy  has  never  shown  itself  worthy  of  trust 
when  given  the  power  and  never  will.     It  is  never 
willing  to  give  and  take,  nor  share  burdens  and  re- 
wards.    It  thrives  best  through  might,  secret  diplo- 
macy, intrigue,  and  by  taking  undue  advantage  and 
enslaving  the  weak.      One    needs    only  to   cite  the 
blighted  faith  with  Belgium,  the  broken  promises  and 
the  inhuman  treaty  of  Brest-Litovsk.     Shall  democ- 
racy, now  in  the  midst  of  its  successes  won  through 
great  tribulation  of  its  cosmopolitan  people,  repu- 
diate its  sacred  promises  that  had  much  to  do  in 
creating    confidence    in    the    cause,    in    winning   the 
war  and  in  turning  the  nations  in  hope  and  trust 
to  the  expressed  purposes  of  this  democratic  coun- 
try.?   If  the  peace  congress  is  successful  in  establish- 
ing a  democratic  league  of  nations  to  do  away  with 
the  necessity  of  armament  and  military  preparedness 
of  individual  nations,  and  if  the  goveniments  of  the 
United  States  and  other  democratic  nations  ring  true 
and  fulfill  their  blood   bought  promises,  the  world 
is  safe  and  the  nations  free  to  work  out  their  own 
salvation  according  to  the  promises  of  democracy. 
Is  Democracy  Safe? 


CHAPTER  XV 

CAN    DEMOCRACY    BE    TRUSTED    WITH    POWER  ?  ^ 

The  changes  that  are  taking  place  in  social  and 
political  life,  in  national  and  international  relations, 
in  education,  industry,  science  and  religion,  are  so 
complete  and  drastic  that  it  behooves  every  intelli- 
gent citizen  of  whatever  country  to  examine  with  care 
his  philosophy  of  life  to  see  that  the  truth  is  freed 
from  dross  and  that  his  teachings  are  not  mislead- 
ing those  who  put  their  trust  in  him.  The  world  is 
entering  a  period  of  re-birth,  of  national  and  inter- 
national democracy  and  renaissance,  of  educational, 
commercial,  and  governmental  re-organization. 
While  the  chaos  is  on  only  the  wisest,  truest,  ahd 
most  sympathetic  leaders  should  be  trusted  with 
power;  otherwise  the  new  condition  of  society  may 
be  more  disappointing  than  the  one  from  which  the 
world  has  just  been  freed.  The  true  educatoi*^  is  al- 
wa3's  modest  and  never  absolutely  sure  that  he  alone 
has  the  tinith.  He  sees  as  through  a  glass  darkly 
and  is  quick  to  remedy  mistakes  when  new  light  dis- 
closes a  better  vray.     One  of  his  cardinal  virtues  is : 

^November   1,  1918 

159 


160  Education,  Democracy,  the  League  of  Nations 

Never  mislead  and  give  for  truth  what  is  not  truth. 

Autocracy  which  has  dominated  every  educational, 
political,  social,  and  religious  system  of  the  world 
for  ages,  some  more  than  others,  has  suffered, 
through  the  union  of  democracies,  a  complete  and 
irretrievable  collapse.  Three  of  the  most  noted  auto- 
cratic monarchs  of  the  world — Germany,  Austria- 
Hungary,  Russia — have  gone  or  are  going.  What 
form  of  social  and  political  life  is  to  take  the  place 
of  control  of  the  autocracy  dethroned.?  Shall  ig- 
norance give  us  anarchy,  a  condition  worse  on  the 
whole  than  the  cruel  and  overbearing  autocracy  we 
could  not  stand.'' 

Pure  and  unadulterated  democracy  has  never  be- 
fore been  in  the  saddle.  Can  it  withstand  prosperity 
as  it  has  withstood  adversity?  God  knows,  and  will 
keep  and  guide  the  ship  through  His  infinite  mercy, 
if  it  is  headed  right.  The  testing  will  be  severe  and 
try  to  the  depths  the  souls  of  men.  Democracy 
has  never  before  been  trusted  with  such  absolute 
power.  Will  it  ring  true  under  the  test?  How 
chagrined  some  will  be  who  have  placed  their  trust 
in  its  guiding  star,  if  it  does  not  prove  true  under 
the  severest  testing. 

We  must  not  overlook  the  fact  that  most  of  the 
entente  powers  are  more  autocratic  in  spirit  and  far 
less  democratic  in  practice  than  the  United  States. 
There  is  great  danger,  unless  the  awakened  democ- 
racies of  all  these  powers  stand  together  now,  of  the 


Can  Democracy  he  Trusted  with  Power?   161 

autocracy  ^-ithin  the  fold  assuming  the  reins  and 
demanding  an  autocratic  rather  than  a  democratic 
peace.  It  is  difficult  for  men  and  nations  that  have 
suffered  so  severely  from  the  acts  of  an  inhuman  foe 
to  be  fair  and  just  with  that  foe  at  their  mercy. 
But  all  should  remember  ^;hat  it  was  united  democ- 
racy through  God's  name  that  won  the  victory 
for  human  freedom  and  international  justice  and 
hold  true  to  the  tenets  of  democracy  that  the  world 
may  see  and  appreciate  the  difference  between  demo- 
cratic and  autocratic  peace.  Even  true  democracy 
will  be  stem  and  exacting  in  dealing  with  such  a 
wily  foe,  but  it  can  not  act  from  revenge  nor  be  cruel 
and  unjust  without  losing  the  confidence  of  those 
who  have  made  its  success  possible.  Can  democracy 
be  trusted  with  power.'* 


CHAPTER  XVI 


- 1 


IXTELLIGEXCE    AND    DEMOCRACY 

The  spread  of  intelligence  and  the  extension  of 
free  education  among  the  masses  mean  death  to 
autocracy,  but  life  to  democracy.  Secret  diplomacy 
breeds  mistrust  and  leads  naturall}^  to  war.  Open 
diplomacy  breeds  confidence  and  leads  naturally  to 
peace.  True  democracy  despises  war  and  courts 
peace,  but  it  is  safe  only  when  directed  hj  intelligent 
and  enlightened  citizenship  free  from  guile.  Igno- 
rance can  not  breed  truth  nor  stimulate  justice  even 
though  clothed  with  authority.  Roughl}^  speaking 
the  evolution  of  political  civilization  has  been  from 
family  through  clan,  tribe,  race,  nation,  the  union 
of  nations,  humanity.  Each  step  in  the  process  is 
more  altruistic  than  the  one  preceding.  True  pa- 
triotism like  true  religion  is  progressive  and  grows 
richer  as  it  evolves  to  a  higher  level.  Nations  are 
now  passing  from  nationalism,  the  breeder  of  wars, 
to  internationalism,  the  breeder  of  peace;  but  only 
in  rare  cases  have  individuals  or  groups  of  individ- 
uals reached  the  last  and  highest  stage — humanity 

1  November  2,  1918. 

162 


Intelligence  and  Democracy  163 

— in  which  war  is  impossible  and  peraianent  peace  as- 
sured. The  truest  patriotism  is  spiritual,  love  of 
men  and  ideals  rather  than  love  of  country  and 
flag. 

Intelligence  and  democracy  are  closely  interre- 
lated terms.  The  one  can  not  exist  in  its  truest  form 
without  the  other.  The  growth  of  either  strengthens 
the  other.  To  become  intelligent  man  must  be  free, 
but  to  maintain  his  freedom  he  must  be  intelligent. 
Democracy  permits  and  encourages  the  true  develop- 
ment of  the  individual  from  within  out,  as  nature 
through  the  accumulation  of  the  ages  has  provided 
and  made  easy.  The  active  association  of  free  peo- 
ples engaged  in  a  common  cause  is  the  best  and 
truest  educational  institution  on  earth  and  lays  deep 
and  secure  the  foundation  of  permanent  peace,  good 
will,  and  mutual  helpfulness.  Such  association  calls 
forth  the  best  in  man,  makes  clear  the  common  broth- 
erhood of  man,  and  creates  friendships  that  never 
die. 

Just  now  with  the  world  war  virtually  over,  with 
the  reconstruction  period  begun,  and  more  than 
two  million  young  Americans  principally  of  college 
age  about  to  be  demobilized  in  the  richly  intellec- 
tual European  countries,  has  there  ever  before  been 
given  to  any  country  such  a  rich  opportunity  to  de- 
mocratize the  world  by  means  of  the  education,  de- 
velopment, and  true  culture  of  the  people?  The 
problem  is  so  vast,  so  serious,  and  so  far  reaching  to 


164  Education,  Democracy,  the  League  of  Nations 

human  civilization,  that  the  man  who  is  worthy  and 
capable  to  lead  the  movement  is  apt  to  stagger  under 
the  grave  responsibilit3\  A  combination  of  circum- 
stances has  made  possible  to  minds  big  enough  and 
keen  enough  to  see  and  appreciate  it  an  experiment 
in  practical  education,  international  comity,  and 
democratization  of  the  people  on  a  scale  that  can 
never  be  repeated.  Pettiness  or  narrowness  in  the 
leaders,  or  inability  to  conceive  and  think  in  world 
thoughts,  will  spell  death  to  the  movement  and  lose 
forever  a  God-given  opportunity.  Will  the  countries 
concerned  appreciate  the  opportunity^  and  give  the 
support  and  encouragement  to  make  the  project  a 
complete  success.'' 

Hundreds  of  thousands  of  our  young  Americans 
left  their  homes  and  colleges,  under  conditions  which 
at  best  meant  permanent  sacrifice,  on  a  mission  of 
love  for  humanit}^  and  a  desire  to  prevent  the  de- 
struction of  democracy.  They  are  now  with  their 
mission  in  great  measure  fulfilled  and  probably  soon 
to  be  free  in  the  midst  of  the  richest  culture  of 
Europe,  if  not  of  the  world.  Will  they  be  permitted 
to  fill  their  souls  with  the  best  and  to  hold  fast  to 
that  which  is  good.''  They  are  among  the  institutions 
of  learning  that  man}^  of  us  have  spent,  and  without 
regret,  thousands  of  dollars  to  attend.  We  were 
seeking  the  best,  and  the  best  of  every  nation  is  soul 
inspiring  and  elevating  to  all. 

These    young   college   students    from    the   United 


Intelligence  and  Democracy  165 

States  are  our  best ;  among  them  are  our  sons.  We 
were  pained  to  send  them  forth  even  in  defense  of 
such  a  worth}'  cause.  To  many  of  us  they  repre- 
sented our  all.  We  believed  in  their  modest}',  integ- 
rity, and  courage.  They  have  strengthened  that  be- 
lief by  their  deeds  and  have  caused  others  to  see 
and  believe  in  the  democracy  that  could  through  its 
methods  create  and  send  forth  such  efficient  heroes  on 
such  limited  notice.  The  average  American  student 
is  clean,  honest,  sympathetic,  energetic,  original, 
able,  ^-ith  high  ideals ;  but  he  lacks  the  polish  and 
culture  of  the  older  and  more  refined  countries  of 
Europe. 

The  interchange  of  ideas  and  thoughts  on  such  a 
large  scale  as  is  now  possible  with  small  effort  would 
prove  mutually  beneficial  to  education  in  all  coun- 
tries and  aid  in  strengthening  international  rela- 
tions, human  justice,  and  permanent  peace.  The 
nations  of  Europe  are  ready  to  open  their  institu- 
tions of  learning  on  the  most  desirable  terms,  and 
to  offer  gladly  their  best  to  the  young  men  who 
have  aided  them  so  generously  in  bringing  about  a 
better  condition  of  society.  Will  the  great  English- 
speaking  peoples  of  the  United  States  and  Great 
Britain — and  their  brave,  generous,  and  far-seeing 
Allies — be  able  to  see  and  to  meet  successfully  this 
new  and  great  opportunity  of  educating  and  democ- 
ratizing humanity.'' 


CHAPTER  XVII 

AUTOCRACY  AND  DEMOCRACY  IN  EDUCATION  ^ 

Some  months  ago  an  earnest  graduate  student 
who  had  spent  nearly  five  years  under  the  immediate 
instruction  of  his  teacher,  stopped  suddenly  in  the 
midst  of  deep  study,  raised  his  eyes  from  the  book 
he  was  reading  and  said  in  an  emphatic  though  plain- 
tive voice :  "I  do  not  believe  the  truth  of  life  is  to  be 
found  in  books,  and  my  slavish  adherence  thereto  has 
forever  crippled  if  not  defeated  my  hunger  and  toil." 
Many  have  made  similar  discovery  when  too  late  to 
remedy  the  evil.  The  individual  who  discovers  it 
soon  enough  and  sees  it  clear  enough  is  saved  and 
may  acquire  the  strength  to  save  others.  Some  books 
do  contain  valuable  truth  and  in  a  form  that  is  easy 
to  acquire  and  assimilate.  But  even  the  best  of  books 
contain  but  a  modicum  of  truth  and  that  covered 
often  deep  with  error.  Hence  the  student  who  has 
become  a  slave  to  books  (other  people's  thinking) 
will  never  rise.  Hidden  deep  in  nature  and  the  in- 
dividual is  all  the  accumulated  truth  of  the  ages 
past  and  present  waiting  to  be  revealed.     True  edu- 

1  November  6,  1918. 

166 


Autocracy  and  Democracy  in  Education      167 

cation  gives  to  every  individual  however  modest  the 
key  that  enables  him  to  unlock  and  utilize  through 
his  own  initiative  these  rich  storehouses  of  God. 

The  revolutionary  changes  of  ideals  and  practices 
necessitated  through  the  world  war  and  its  happy 
outcome  to  democracy,  human  freedom,  and  interna- 
tional comity  and  justice,  assure,  if  not  misdirected, 
a  renaissance  in  education  far  more  sweeping  than 
any  that  have  preceded.  The  changes  are  headed  in 
the  direction  of  evolution,  not  of  devolution ;  of  in- 
dividual and  racial  freedom,  not  of  human  enslave- 
ment ;  of  constructive,  not  destructive,  activity ;  of 
truth  and  right,  not  of  hate  and  injustice.  Every 
individual  of  whatever  race  or  country  may  enter 
freely  this  democratic  push  for  a  better  and  higher 
life,  but  to  do  so  he  must  leave  all  cliques  and  his 
selfish  nature  behind,  give  controlling  voice  to  his 
altruistic  nature  and  subject  his  autocratic  to  his 
democratic  spirit.  This  requirement  can  be  met  and 
lived  by  all,  but  it  will  be  far  easier  for  the  commoner 
than  for  the  aristocrat ;  for  those  who  believe  in 
democracy  than  those  who  believe  in  autocracy. 
Now  is  an  appropriate  time  for  everyone  to  deter- 
mine to  which  side  he  belongs  and  to  which  he  is 
willing  to  stake  the  future. 

For  the  whole  hundred  years  of  its  national  exist- 
ence the  United  States  has  struggled  with  autocracy 
entrenched  in  places  of  authority  and  the  increasing 
democracy  of  the  people ;  with  the  autocratic  meth- 


168  Education,  Democracy,  the  League  of  Nations 

ods  of  competition  and  favoritism  in  business,  poli- 
tics, education,  and  even  religion  and  the  democratic 
methods  of  co-operation  and  mutual  helpfulness. 
From  the  first  the  people  of  the  United  States  have 
been  concerned  with  two  rather  disparate  ideas  of 
government — pronounced  individualism  or  greater 
socialism — national  isolation,  avoidance  of  entan- 
gling alliances  on  the  one  hand  and  a  closer  inter- 
national union  and  deeper  sharing  of  the  responsi- 
bilities and  rewards  of  all  on  the  other.  To  these 
disparate  ideas  may  be  attributed  much  of  the  hesi- 
tancy of  the  government  to  enter  upon  the  world 
conflict.  The  decision  finally  being  made  to  enter 
with  the  entente  nations  in  the  war  of  right  against 
might  and  to  share  with  the  other  more  democratic 
nations  in  the  effort  to  make  the  world  safe  for  de- 
mocracy, there  is  now  no  return  to  the  former  policy 
of  national  isolation.  Through  the  growth  of  science 
and  education  the  world  had  become  too  small  to 
permit  of  unbridled  national  competition  and  isola- 
tion. The  world  war  has  been  sufficient  to  bring 
the  people  to  the  consciousness  of  this  fact.  Having 
helped  to  save  the  woi'ld  to  democracy  the  trust  must 
be  continued  in  order  to  keep  the  world  safe  for  de- 
mocracy. 

Democracy  has  not  3^et  reached  its  goal  but  it  is 
now  within  its  grasp  and  it  can  see  the  coming  of 
the  dawn.  Unprepared  it  has  met  its  mortal  foe 
prepared  cap-a-pie  and  won  with  considerable  ease. 


Autocracy  and  Democracy  in  Education      169 

Never  again  will  it  be  possible  for  autocracy  to  be 
so  thoroughly  prepared  for  war,  unless  democracy 
should  fall  completely  asleej),  which  will  not  happen 
in  the  lives  of  the  children  or  grand-children  of  any- 
one now  living,  if  ever.  Through  the  world  war  just 
closing  the  United  States  has  shown  to  the  world  the 
miracle  of  democratic  strength  when  organized  and 
united,  indicating  but  one  of  two  things :  either  that 
military  unpreparedness  is  the  salvation  of  democ- 
racy, or  that  the  president  of  the  United  States  and 
his  advisors  are  geniuses  and  sages  of  the  first  order. 
Probably  both  elements  had  weight  in  the  outcome. 
With  such  an  example  of  the  constructive  strength 
and  inherent  fighting  power  of  democracy  when 
aroused  and  united  in  defense  of  the  common  broth- 
erhood of  man,  it  is  difficult  to  understand  why  any 
citizen  with  good  intentions,  however  ignorant, 
should  wish  to  favor  autocracy,  secret  divisions  of 
society,  and  the  promulgation  of  future  wars  by  ad- 
vocating continued  armament  and  universal  military 
preparedness. 

In  the  complex  condition  of  human  society,  na- 
tional and  international,  whatever  is  not  needful  is 
wasteful ;  whatever  is  not  constructive  is  destructive ; 
whatever  is  not  useful  is  burdensome;  whatever  does 
not  uplift  or  create,  tears  down  and  destroys.  If 
the  new  found  power  of  our  country  should  tend, 
under  any  pretext,  to  foster  autocratic  militarism  on 
the  people  of  the  United  States  of  America,  those 


170  Education,  Democracy,  the  League  of  Nations 

who  believe  in  true  democracy  will  go  in  the  opposite 
direction  with  all  the  energy  they  can  muster.  Cer- 
tainly the  folly  of  military  autocracy  endeavoring 
to  rule  the  world  by  force  has  been  presented  to  the 
world  in  as  clear  a  light  as  any  of  God's  commands 
are  ever  given  to  the  children  of  men.  One  can  rest 
assured  that  neither  autocracy  nor  enlightened  de- 
mocracy will  ever  forget  the  lesson.  A  democratic 
league  of  nations,  all  nations  great  and  small  on 
terms  of  comity  and  justice,  is  sure  to  come,  making 
impossible  the  hope  of  gain  through  war  and  bring- 
ing into  relief  the  true  brotherhood  of  man.  The 
beginnings  of  such  a  league  have  already  been  estab- 
lished and  need  only  to  be  developed  and  perfected 
according  to  the  plans  of  the  president  and  other 
democratic  statesmen.  The  league  must  be  demo- 
cratic, open  on  equal  terms  to  all  nations  great  and 
small  alike.  Democracy  is  based  on  the  theory  of 
the  individual  as  the  unit  of  action,  and  not  on  the 
autocratic  theory  that  a  special  class  or  an  abstract 
state  represents  the  unit  of  action.  Hence  a  small 
state  or  nation  may  be  just  as  efficient  and  impor- 
tant as  a  large  one.  To  the  international  league  of 
nations  should  be  entrusted  the  necessary  policing  of 
the  seas  and  the  manning  and  controlling  of  the 
powerful  strategical  fortresses  belonging  to  indi- 
vidual nations  which  otherwise  would  tend  to  en- 
gender mistrust  and  discord  from  within  and  in  the 
end  lead  to  division  and  war.     If  democracy  is  in 


Autocracy  and  Democracy  in  Education      171 

earnest  it  will  not  stop  short  of  international  justice 
and  fair  play.  If  it  fulfills  its  promises  now,  there 
will  be  no  foe  to  punish  and  wars  will  cease  from  the 
earth.  It  will  take  time,  for  God's  mills  grind  slow, 
but  they  grind  for  all. 

During  the  past  four  years  the  world  has  been 
so  disturbed  and  humanity  so  excited  and  agitated 
that  it  has  been  difficult  for  the  coolest  and  most  in- 
telligent citizens  to  keep  the  pent  up  emotions  within 
bounds  and  reason.  We  are  just  beginning  to  see 
that  the  suffering  through  which  the  world  has 
passed  was  due  to  birth-pains.  Through  this  pro- 
longed struggle  the  old  world  has  given  birth  to  the 
new,  but  in  doing  so  it  sacrificed  itself.  Dominating 
autocracy  through  dying  has  given  birth  to  democ- 
racy. Long  may  she  live  and  prosper.  But  the  suc- 
cess of  the  child  though  great  will  depend  wholly  on 
its  education  and  nurture.  Who  shall  be  the  guides 
and  mothers  to  tliis  new  off -spring  that  may  mean 
so  much  to  humanity.''  God  pity  our  children  if  the 
new  democracy  is  to  be  managed  and  directed  by  the 
same  autocratic  self  that  so  fatally  reared  and  de- 
stroyed the  old.  If  democracy  is  still  in  earnest  it 
will  be  critical  of  its  leaders.  Such  men  as  Presi- 
dent Wilson,  Lloyd-George,  Clemenceau,  and  the 
many  others  like  them  who  have  through  their  altru- 
ism and  wisdom  made  democracy  wath  its  interna- 
tional flag  and  peace  day  possible  will  not  be  dis- 
carded when  their  first  work  is  done. 


172  Education,  Democracy,  the  League  of  Nations 

We  are  nearing  a  period  when  the  world  caldron 
will  be  filled  with  liquid  humanity  in  a  state  of  flux 
and  individualism  never  before  equalled  in  the  history 
of  man.  The  nearest  approach  to  it  was  during  the 
democratic  struggle  and  awakening  in  the  time  of 
Jesus  of  Nazareth.  But  that  period  was  local  and 
due  to  the  birth  of  seers,  while  this  one  is  universal 
and  due  to  the  birth  or  rediscovery  of  truth.  Had 
the  mothers  and  teachers  in  the  time  of  Jesus  and 
their  descendants  caught  the  spirit  of  his  philosophy 
and  lived  it,  the  great  war  through  which  the  world 
has  just  passed  would  have  been  utterly  impossible 
as  all  the  other  wars  that  have  been  fought  since  the 
beginning  of  the  Christian  era.  How  long,  oh  how 
long,  will  Christian  ministers  and  teachers  of  the 
people  glory  in  war  and  defend  it  as  right.? 

The  early  selfish  and  autocratic  element  in  human 
nature  obtained  control  and  direction  of  democracy 
(the  later  altruistic  and  more  intellectual  side  of  hu- 
man nature)  in  that  first  great  struggle  for  indi- 
vidual freedom  and  has  managed  somehow  to  keep 
control  ever  since  until  now.  Shall  this  democratic 
rebirth  of  humanity  be  nurtured  again  by  those  in 
whom  the  selfish  autocratic  spirit  is  still  dominant, 
or  by  those  in  whom  the  later  and  truer  democratic 
spirit  of  their  natures  is  already  large  and  inured 
to  sacrifices.''  On  the  leaders  of  thought  and  action 
now  and  on  the  nature  of  the  educational,  political, 
social  and  religious  reorganization  that  is  about  to 


Autocracy  and  Democracy  in  Education      173 

take  place  depends  the  future  success  or  failure  of  the 
democracy  just  born  through  such  suffering  but  with 
such  high  hopes  of  a  better,  cleaner,  truer  humanity. 
Even  the  coming  of  a  Master  could  not  make  the 
problem  clearer,  nor  would  the  presence  of  such  a  life 
be  more  convincing  to  the  uneducated  people  of  the 
direction  in  which  the  truth  and  right  are  to  be 
found. 

It  is  quite  natural  for  one  to  think  that  since 
the  advantages  of  democracy  to  human  society  have 
been  presented  to  the  world  so  clearly  every  autocrat, 
king,  kaiser,  and  potentate  with  usurped  power  would 
return  that  power  to  the  people  where  it  naturally 
belongs ;  that  the  autocrat  of  yesterday  will  become 
the  democrat  of  tomorrow.  But  that  is  not  true, 
though  often  through  false  promises  autocracy  be- 
comes trusted  though  deceptive  and  dangerous. 
Education  is  a  slow  and  complex  process.  It  be- 
gins wdth  birth  and  ends  with  death.  Through  it 
the  individual  can  be  made  over  if  the  process  begins 
soon  enough  and  continues  long  enough  and  true 
enough.  But  like  the  eggs  that  have  been  scrambled 
and  can  never  again  be  unscrambled,  so  the  individ- 
ual who  has  been  educated  can  never  again  be  unedu- 
cated, nor  educated  to  a  new  philosophy  the  first 
roots  of  which  belong  to  an  earlier  period  of  human 
life.  The  individual  educated  as  an  autocrat  will 
never  be  able  to  change  his  stripes  in  this  world  no 
matter  what  happens  in  the  next.     How  truly  and 


174  Education,  Democracy,  the  League  of  Nations 

severely  humanity  has  suflPered  to  bring  the  present 
condition  of  democracy  about.  Will  the  autocracy 
within  the  fold  give  way,  at  least  for  the  present,  in 
order  to  allow  democracy  to  get  on  its  feet,  establish 
deep  and  true  the  foundations,  and  fulfill  without 
change  the  promises  made  to  humanity? 

From  the  beginning  of  the  feudal  system  if  not 
from  the  beginning  of  time  autocracy  has  been  given 
a  free  hand  to  work  out  its  own  educational,  social, 
and  political  systems.  It  developed  in  many  respects 
the  best  and  most  efficient  educational  and  govern- 
mental S3"stems  in  the  world.  But  it  divided  the  peo- 
ple into  antagonistic  groups  and  favored  classes — 
masters  and  subjects,  thinkers  and  doers.  Autoc- 
racy tried  to  rule  the  world  by  force,  the  commoner 
by  the  aristocrat,  but  it  failed  in  the  end  absolutely. 
Will  democracy  that  promises  such  relief  to  human 
suffering  be  given  a  fair  trial  .^  Even  at  best  there 
are  serious  dangers  just  ahead.  The  changes  that 
must  take  place  in  the  reorganization  of  education, 
society,  religion,  and  government  are  so  drastic  that 
they  will  bring  shocks  and  surprises  to  all.  Are  we 
big  enough,  true  enough,  and  intelligent  enough  to 
meet  these  necessary  changes  of  true  democracy,  even 
though  they  be  sacrifices,  with  the  courage,  strength, 
and  optimism  of  true  men.?  If  democracy  ever  suc- 
ceeds, and  it  will,  it  will  be  because  the  masses  of 
the  common  people  who  believe  in  it  and  are  to  be 
benefited  by   it,   will   respect   and  protect   its   doc- 


Autocracy  and  Democracy  in  Education      175 

trines  and  educate  their  children  to  love  and  obe}' 
its  teachings. 

One  of  the  dangers  that  appeals  to  one  strongly 
at  this  time  is  the  absence  of  any  truly  democratic 
educational  system  to  be  used  as  a  guide  to  right 
action.  In  the  past  all  educational  systems  have 
grown  out  of  and  been  fashioned  by  the  autocratic 
religious  or  political  systems,  and  show  clearly  the 
ear  marks  of  autocracy.  The  most  democratic  edu- 
cational sj'stem  of  any  countr}^,  that  of  the  United 
States,  is  by  no  means  free  from  these  dangerous 
autocratic  traces  and  tendencies.  As  in  the  war,  for 
a  while  at  least,  democracy  will  have  to  use  in  its 
education  the  outgrown  and  now  broken  machinery 
of  autocracy.  This  is  not  alone  true  in  education 
but  in  every  line.  Autocracy  is  accustomed  to  over- 
estimate self,  to  accept  favors,  and  to  assume  to 
direct  and  control  others ;  while  democracy  is  ac- 
customed to  underestimate  self,  to  direct  and  con- 
trol self,  but  to  wish  to  guide  and  if  possible  help 
others.  The  machinery  and  philosophy  of  the  one  is 
so  different  from  the  machinery  and  philosophy  of 
the  other,  that  subjugation  to  the  leaders  and  ma- 
chinery of  the  one  must  in  time  mean  death  to  the 
other.  Democracy  will  be  able  to  overcome  this  hand- 
icap if  all  who  believe  in  it  will  quit  tliemselves  like 
men,  and  those  who  do  not  believe  in  it  will  remain 
in  the  background  until  it  has  hacl  its  chance  to  make 
good. 


176  Education,  Democracy,  the  League  of  Xations 

Another  very  damaging  influence  is  the  bitter 
criticism  of  some  of  our  most  worthy  public  men 
and  the  loose  and  careless  use  of  words.  One  of 
our  prominent  leaders  who  has  been  most  open  to 
criticism  in  this  respect  has  never  tired  of  criticising 
the  president,  though  at  the  time  the  president  was 
carrying  on  his  country's  share  in  the  world  war  so 
successfully  and  admirably  as  to  attract  the  sincere 
approval  of  all  the  democratic  as  well  as  most  of 
the  autocratic  nations.  Many  of  the  same  leader's 
invectives  class  the  I.  W.  W.'s,  socialists,  anti- 
Americans,  pro-Germans,  anarchists,  bolsheviki, 
pacifists,  and  many  others  in  one  group.  It  is  true 
that  no  country  or  self  respecting  people  can  or  will 
stand  for  lawlessness  or  the  confiscation  of  property 
except  through  due  process  of  law.  I  do  not  know 
the  tenets  of  the  bolsheviki  and  cannot  speak  for 
them  but  they  certainly  represent  a  large  number  of 
the  people  of  the  world  and  I  cannot  think  that  their 
philosophy  is  wholly  bad.  I  am  told  that  in  Russia 
and  in  Germany  they  represent  the  soldiers  and 
workers.  Born  and  bred  a  commoner,  it  is  not  neces- 
sary for  me  to  look  down  to  see  the  toiling  masses, 
my  brothers,  and  I  have  faith  in  the  genuine  integ- 
rity, good  sense,  accurate  judgment  of  the  common 
people  of  every  nation  when  given  a  fair  chance  to 
enlighten  themselves  on  the  needs  of  the  hour  and 
not  forced  by  "the  holier  than  thou"  to  think  and 
act    through    iron    cages.      When    it    comes    to    the 


Autocracy  and  Democracy  in  Education      177 

pacifists,  a  majoritv  class  of  law  abiding  citizens 
greatly  misrepresented,  I  am  more  familiar  with  their 
tenets  and  better  able  to  speak  of  their  philosophy. 
They  are  true  democrats  all.  They  believe  in  law 
and  order,  in  national  and  international  justice,  in 
fair  play,  and  that  right  and  reason  should  take  the 
place  of  might  and  war.  They  are  certainly  a  desir- 
able class  of  citizens  for  any  country. 

If  we  are  really  in  earnest  in  desiring  to  exchange 
the  methods  of  autocracy  for  those  of  democracy 
in  education,  religion,  and  government  we  must 
make  a  S3'mpathetic  study  of  society  in  action  and 
of  all  those  isms  and  differences  of  men  and  phi- 
losophies in  order  to  accomplish  wisely  and  truly  our 
full  share  of  service  to  coming  generations  and  to 
establish  deep  and  secure  the  foundations  of  right- 
eousness for  our  children. 

Some  who  are  familiar  with  German  civilization 
would  not  be  surprised  to  see  coming  from  the  wrecks 
of  war  a  new  democratic  German  civilization.  If 
the  people  of  Germany — social  democrats,  bolsheviki, 
or  what  not — create  out  of  the  wrecks  of  the  world 
war  a  great  German  republic  of  law  abiding  people, 
including  many  autonomous  states  somewhat  similar 
to  the  United  States  of  America,  their  children  will 
have  gained  more  through  losing  the  war  than  the 
children  of  many  of  the  entente  nations  will  have 
gained  through  winning.  I  have  sufficient  confidence 
in  the  intelligence  of  the  social  democrats  and  com- 


178  Education,  Democracy,  the  League  of  Nations 

mon  people  of  Germany  to  believe  that  they  will 
quickly  rise  again  from  the  wreck  and  be  a  stronger, 
truer  and  better  people  than  ever  before.  For  one 
I  am  willing  to  give  my  prayers  and  lend  my  aid  to 
bring  such  a  result  to  pass. 


CHAPTER  XVIII 

IS   IXTERNATIONALISM   ESSENTIAL   TO   PERMANENT 
PEACE?  ^ 

One  may  be  mistaken  but  the  study  of  the  individ- 
ual and  social  evolution  leads  me  to  believe  that  man 
is  by  nature  dualistic ;  physical-psychical ;  matter- 
spirit  ;  selfish-altruistic ;  autocratic-democratic ; 
progressive-conservative;  and  the  other  contrasting 
qualities  of  human  nature.  At  different  times  in  the 
same  individual  and  at  most  times  in  different  indi- 
viduals the  one  quality  leads,  then  the  other,  or  there 
may  be  a  give-and-take  conflict  between  the  two  for 
ascendency.  Hence  we  are  wrong  in  assuming  that 
some  people  are  always  autocrats  while  others  are 
always  democrats,  yet  through  education  one's  habits 
and  life  may  be  dominated  largely  through  one  or 
the  other  of  these  contrasting  elements.  In  adult 
life  the  average  individual  is  more  altruistic  than 
selfish,  more  democratic  than  autocratic.  What  is 
true  of  individuals  is  equall}'^  true  of  communities  and 
nations.  At  least  nine-tenths  of  adult  humanity  are 
more  altruistic  than  selfish,  more  democratic  than 

'  November  28,  1918. 

179 


180  Education,  Democracy,  the  League  of  Nafioyis 

autocratic.  But  surprising  as  it  may  seem  the  one- 
tenth  of  civihzation  of  all  countries  has  been  per- 
mitted to  rule  and  in  some  manner  has  managed 
to  appropriate  to  themselves  the  most  and  best  of 
the  loaves  and  fishes.  It  is  this  unequal  distribution 
of  wealth,  worth,  and  ojDportunit}^  that  produced  the 
occasion  of  the  world  war.  Autocracy  in  the  form 
of  imperialism  had  overstepped  the  bounds  of  for- 
bearance and  democracy  united  its  forces  and  be- 
came at  once  invincible.  Neither  autocracy  nor 
anarchy  can  thrive  in  the  presence  of  united  democ- 
racy. Law  and  order,  justice  and  fair  play  are  at- 
tributes of  the  human  soul  too  deeply  rooted  to  be 
overthrown  b}'  an}'  force  however  great.  But  with 
victory  assured  the  greatest  danger  to  democracy  is 
just  ahead.  The  autocratic  one-tenth  of  the  vic- 
torious nations  always  used  to  directing  will  desire 
to  do  so  now,  giving  to  the  world  an  autocratic  in- 
stead of  a  democratic  peace.  If  this  should  occur 
the  truly  democratic  people  of  all  nations  will  rise 
in  their  might  and  demand  a  new  deal. 

Man  is  so  constituted  by  nature  that  he  hesitates 
to  move  forward  without  clinging  to  and  carrying 
with  him  all  of  his  accumulated  past.  It  takes  cour- 
age to  cut  the  tether  that  binds  one  to  the  past 
though  outgrown,  but  human  evolution  must  mean 
forward  alwa^'s,  a  pull  or  push  up  but  never  down. 
Every  discovery  of  truth  indicates  that  all  humanity 
is   one   or   alike   bv   nature    and   at   base.      All   are 


Is  I  lit  emotionalism  Essential  to  Peace?    181 

touched  by  the  same  acts  of  mere}'  and  human  kind- 
ness, all  suffer  alike  through  hunger  and  inhuman 
treatment.  Education  and  culture  make  some  keen- 
er and  more  responsive  to  pain  and  pleasure  than 
others.  The  best  of  every  individual,  every  com- 
munity, every  race,  ever}-  nation  is  divine  and  worthy 
of  respect  by  all.  Seeing,  appreciating,  and  living 
true  to  the  best  in  humanity  is  the  essence  of  real 
culture.  Nine-tenths  of  the  people  of  every  nation 
desire  such  a  life  and  will  make  great  sacrifices  to 
attain  it.  Ignorance  of  the  best  way  to  the  goal  and 
the  deception  and  pen'erse  methods  of  the  autocratic 
few  tend  to  mislead  and  to  bar  the  road  to  progress. 
At  this  moment  how  little  effort  and  constructive 
intelligence  would  leaven  the  whole  loaf  and  unite 
all  humanity  in  one  happy,  helpful  family.  Through 
the  establishment  of  a  democratic  league  of  nations 
and  the  international  co-operation  of  all  nations  in 
preventing  war  and  stimulating  peace  humanit}^ 
would  be  able  to  move  rapidly  into  a  higher  state  of 
civilization  and  the  world  made  safe  for  democracy. 

At  the  parting  of  the  way  between  the  methods  of 
autocracy  and  those  of  democracy,  it  is  but  natural 
that  those  who  have  grown  fat  through  dictating  the 
policy  and  directing  the  activit}^  of  others  will  de- 
sire to  keep  control  of  the  reins  if  it  can  be  done, 
whatever  the  methods.  Fortunately  for  all  the  com- 
mon people  have  developed  a  high  degree  of  intelli- 
gence and  patience.    It  stands  to  reason,  if  we  arc  in 


182  Education,  Democracy,  the  League  of  Nations 

earnest  in  substituting  the  methods  of  democracy 
for  those  of  autocracy,  we  should  swap  drivers  as 
well  as  horses.  Democracy  is  right,  is  desired  and 
accepted  by  more  than  four-fifths  of  the  people,  and 
is  sure  to  succeed  with  small  effort  if  directed  by 
sympathetic  and  intelligent  leaders.  The  individual 
or  nation  that  tends  to  thwart  democracy  now 
through  autocratic  methods  will  be  made  to  rue  it 
later.  The  common  people  of  all  countries  have  suf- 
fered too  severely  through  the  efforts  of  the  war  to 
ever  forget  the  causes  that  promulgated  it  and  the 
methods  that  brought  deliverance. 

For  over  two  thousand  years  nationalism  has  been 
in  the  saddle,  accepted  as  the  highest  form  of  pa- 
triotism and  political  philosophy.  In  its  fixed  and 
autocratic  form  it  is  unchristian,  unprogressive 
whatever  the  promises.  At  the  beginning  of  the 
Christian  era  there  was  a  pronounced  effort  to  move 
forward  in  human  evolution  to  internationalism.  The 
Jews  blocked  it  by  clinging  to  nationalism.  One  na- 
tion may  be  so  situated  as  to  block  it  now.  Nearly 
four  hundred  years  after  the  beginning  of  the  Chris- 
tian era  there  was  another  strong  effort  made  toward 
internationalism  (universalism),  one  religion,  one 
language,  one  church.  This  was  an  autocratic  ef- 
fort in,  through,  and  by  the  Church  which  did  not 
catch  the  spirit  of  the  Master  and  consequently 
failed.  Other  spasmodic  efforts  toward  internation- 
alism have  been  made,  but  the  world  has  never  been 


Is  Internationalism  Essential  to  Fence?    183 

so  ready  to  take  that  step  successfully  as  now. 
Just  a  little  more  trust  and  confidence  in  one  an- 
other now  will  put  us  across  with  flying  colors,  and 
how  thankful  our  children  will  be  when  they  see  what 
we  have  done  for  them.  Several  national  flags  now 
in  confidence  intertwine,  but  the  world  is  looking  for 
an  international  flag  that  will  represent  the  best  in 
all,  right,  freedom,  justice,  brotherhood.  With  the 
birth  of  this  flag  should  come  the  birth  of  an  inter- 
national, democratic  league  of  nations,  and  a  com- 
mon liberty  day  commemorating  with  thanksgiving 
the  establishment  of  world  peace  and  democracy.  To 
this  end  all  armaments  and  strategical  fortresses  not 
necessary  to  domestic  police  duty  should  be  placed 
under  the  control  and  direction  of  the  international 
league  of  nations  as  guarantee  of  faith  in  democracy 
and  the  league,  and  as  a  means  of  better  protection 
against  future  wars,  should  some  autocratic  or  dis- 
gruntled nation  undertake  to  substitute  might  for 
right. 

In  my  judgment  the  onlj^  hope  of  permanent  peace 
rests  upon  the  foundation  of  internationalism  and 
the  establishment  of  a  democratic  league  of  nations, 
great  and  small,  with  special  privileges  to  none  and 
equal  opportunity  to  all.  Had  the  war  gone  differ- 
ently autocracy  would  never  have  submitted  to  such 
a  proposition,  but  God  willed  it  otherwise;  democ- 
racy has  won.  Will  it  now  be  permitted  to  give  to 
the  world  a  true  example  of  democratic  peace  based 


184  Education,  Democracy,  the  League  of  Nations 

on  the  Godhood  in  man  and  nations?  Such  a  peace 
can  come  only  through  co-operation,  trust  and  sacri- 
fice. The  past  is  outgrown.  Don't  look  back  but  for- 
ward. The  devil  is  behind,  God  is  ahead.  The 
hearts  of  suffering  humanity  are  at  the  peace  table. 
They  do  not  seek  revenge  nor  even  just  compensa- 
tion for  all  the  cruel  wrongs,  but  only  that  the 
world  may  now  be  made  trulj^  safe  for  democracy 
and  that  their  children  may  be  permitted  to  live  in 
peace  and  to  serve  God  after  the  dictates  of  their 
own  conscience  as  free  men. 


CHAPTER  XIX 

THE  MASSES  AGAINST  THE   CLASSES  ^ 

The  never-ending  conflict  of  the  masses  against 
the  classes  is  as  old  as  humanity  itself.  Overlooking 
the  one  verj-  important  artificial  influence  of  primo- 
geniture, it  is  due  to  the  inherent  nature  of  man.  It 
can  be  assuaged  but  never  destroyed.  Man  is  born 
a  member  of  the  masses  but  through  education  and 
experience  he  soon  becomes  a  member  of  the  classes. 
Thrice  blessed  is  he  if  he  forgets  not  his  origin. 
He  begins  life  as  a  single  cell  scarcely  more  impor- 
tant than  a  protozoan.  Soon  the  single  cell  has 
multiplied  into  at  least  four  hundred  billion  cells 
clustered  into  organized  groups  of  similarly  mis- 
sioned cells  each  retaining  its  individuality  though 
acting  always  in  complete  harmony  with  the  unity  of 
its  group  (the  special  organ).  In  brief,  we  have 
here  the  fundamentals  of  the  laws  of  life,  individ- 
uality, society,  and  human  existence.  The  philos- 
ophy of  life  built  upon  and  true  to  these  external 
foundations  can  not  fail. 

But  man  is  more  than  matter  (nature),  he  is  also 

^November  16,  1918. 

185 


186  Education,  Democracy,  the  League  of  Nations 

spirit  (divine).  When  this  dual  nature  (physical- 
psychical)  of  man  begins  I  know  not.  I  only  know 
that  it  is  always  present  in  every  child  that  I  have 
been  permitted  to  study  and  teach.  The  physical  in 
man  links  him  to  plant  and  animal  nature  but  the 
sj)iritual  in  man  links  him  to  God,  the  creator  and 
preserver  of  all  that  is  good  and  true.  When  man 
truly  senses  this  fact  and  shapes  his  life  in  harmony 
with  it  the  antagonisms  now  so  marked  between  the 
masses  and  the  classes  will  die  for  want  of  fuel  to 
keep  up  the  fire. 

The  differences  between  the  masses  and  the  classes 
will  always  continue  as  a  vital  force,  if  properly 
guided  making  for  civilization.  Each  cell,  as  each 
special  organism  of  the  human  bod}^,  must  possess 
the  individual  will  to  live  and  likewise  the  corporate 
or  collective  will  to  live  as  a  conditioning  part  of 
the  whole  (the  body).  It  is  this  duality  and  strug- 
gle for  mastery  of  the  individual  self  over  the  col- 
lective self  and  vice  versa  of  the  cells  and  organisms 
of  the  body  that  furnish  to  man  the  spiritual  es- 
sence of  all  his  weal  and  woe.  Thus  beginning  life 
as  one  of  the  masses,  the  individual  through  intelli- 
gent organization,  adjustment,  self-direction,  and 
the  formation  of  right  social  habits  soon  becomes  one 
of  the  favored  classes.  His  ability  and  worth  is 
shown  best  through  the  wisdom  manifested  in  guid- 
ing, protecting,  controlling,  and  subjugating  self, 
and  through  the  strength  thus  gained  to  become  a 


The  Masses  Against  the  Classes  187 

guide  and  protector  to  others.  He  that  is  greatest 
among  you  let  him  become  the  servant  of  all,  not  the 
master  nor  dictator  of  all.  The  divine  injunction 
was  to  conquer  nature  and  to  subject  the  lower  to  the 
higher  self,  but  not  to  subjugate  one  another  nor  one 
class  or  race  by  another.  Clearly  seeing  this  would 
remove  the  possibility  of  one  class  or  nation  lording 
it  over  another. 

If  man  protects  and  nourishes  his  body  with  the 
same  thoughtful  care  given  to  the  child  entrusted  to 
him,  it  will  become  one  of  the  truest  and  most  ac- 
curate instruments  in  the  discovery  of  truth-  that 
has  ever  been  devised.  So  delicate  and  accurate  is 
the  complex  machinery  of  the  human  nervous  system 
under  favorable  conditions  that  it  can  be  trusted  to 
prognosticate  coming  events  with  surprising  accur- 
acy. Even  when  weakened  and  abused  through  the 
use  of  alcohol,  nicotine,  opium  and  other  poisonous 
drugs,  it  can  still  be  educated  and  trusted  to  accom- 
plish a  surprising  degree  of  skill,  accuracy,  initiative, 
and  foresight. 

The  death  dealing  narcotics  have  not  been  forced 
on  the  masses  wholly  from  without  through  the  greed 
of  the  soulless  merchants  of  the  classes.  But  the 
damning  influence  on  the  individual  and  offspring  is 
no  less  marked  whatever  the  deception  and  inherent 
stupidity  that  cause  the  foul  and  enslaving  prac- 
tice. The  masses  are  beginning  to  see  more  clearly 
the  fetters  that  bind  and  keep  themselves  and  chil- 


188  Education,  Democracy,  the  League  of  Nations 

dren  in  their  present  undesirable  condition.  Seeing, 
they  will  understand  that  God  has  placed  in  their 
OAvn  hands  the  instruments  that  are  to  sever  the  fet- 
ters and  to  free  themselves  and  children  from  per- 
petual bondage.  The  habits  of  serfdom,  whether  to 
self  or  others,  are  hard  to  shake  off  and  require  a 
high  degree  of  courage,  but  that  courage  will  come 
with  the  new  hope  and  through  it  will  come  a  cleaner, 
truer,  and  better  civilization  to  take  the  place  of 
the  discarded  old.  The  masses  of  today  will  become 
the  better  classes  of  tomorrow,  but  they  %vill  never 
forget  nor  despise  their  origin  and  the  conditions 
that  gave  them  birth.  In  this  connection  what  cor- 
porate wisdom  has  just  been  shown  by  the  Chinese 
government  in  buying  from  the  greedy  foreign  mer- 
chants fourteen  million  dollars'  worth  of  opium  to  be 
used  as  fuel  in  a  bonfire  rather  than  to  have  it  used 
to  contaminate  the  lives  of  her  people.  The  United 
States  is  not  the  only  nation  that  is  ready  to  sac- 
rifice for  the  conservation  of  her  people.  With  the 
reunited  world  that  must  follow  quickly  the  terrible 
desti'uction  of  war  if  civilization  is  to  continue  and 
prosper,  there  will  be  many  more  sui*prising  sacrifices 
of  humanity  for  the  good  of  all. 

The  social  student  is  compelled  to  turn  to  the 
masses  to  find  the  source  of  all  human  truth  and 
greatness.  Here  they  are  found  in  their  simplest, 
truest,  and  most  natural  forms.  Here  too  are  found 
the  heart  and  the  soul  of  the  nation  in  their  freest 


The  Masses  Against  the  Classes  189 

and  purest  forms.  Safe  indeed  is  the  nation  that 
puts  its  trust  in  the  common  people.  True  demo- 
cratic education  tends  to  give  wings  to  these  latent 
powers  and  truths  found  in  the  children  of  the  masses 
and  through  the  enlightenment  to  scatter  sunshine, 
kindness,  beauty,  and  happiness  to  all  the  people  of 
the  nation.  This  may  be  a  dream  but  other  dreams 
have  come  true.  In  a  true  democracy  the  masses 
will  always  lead  and  control  if  enlightened.  But  in- 
telligence will  never  submit  to  ignorant  rule,  nor 
right  to  the  rule  of  might  and  wrong.  Such  condi- 
tions make  autocrats  and  intriguers  of  us  all.  We 
are  so  constituted  by  nature  that  we  will  meet  the 
appeal  of  the  commoner  or  the  meek  though  required 
to  go  two-thirds  of  the  way,  but  we  will  not  give  an 
inch  to  the  demands  of  the  autocrat,  though  it  costs 
all,  unless  we  are  able  to  see  that  by  so  doing  we  can 
lessen  the  suffering  of  the  innocent  and  worthy. 

It  is  said  that  God  in  his  wisdom  created  the 
masses,  endowing  them  with  all  the  necessary  ele- 
ments to  human  happiness ;  but  that  man,  sometimes 
possessed  of  the  devil,  created  the  classes  and  started 
them  on  the  road  to  perdition.  It  is  the  product  of 
man,  the  classes,  that  has  caused  the  disturbances, 
divisions,  and  sufferings  of  humanity;  while  under 
right  education  the  reverse  might  easily  have  been 
true.  God  and  our  parents  alone  are  responsible  for 
our  natures,  black  or  white ;  but  we  ourselves, 
through  the  education  we  receive,  the  environment 


190  Education,  Democracy,  the  League  of  Nations 

we  select,  and  the  companions  we  adopt,  are  respon- 
sible for  our  nurture  and  character.  Man's  love  of 
freedom  and  self-direction  is  but  the  out-cropping 
of  the  feeling  of  individual  responsibility. 

It  is  not  nature  but  education  and  nurture  that 
separate  the  masses  into  the  classes.  If  the  educa- 
tion and  nurture  take  place  in  accordance  with  the 
natural  laws  of  human  development  from  within  out, 
stimulated  by  the  inherent  hunger  for  and  push 
toward  a  better  and  truer  life,  the  antagonisms  be- 
tween the  masses  and  the  classes  soon  fade,  the  re- 
generated classes  appear  in  a  different  and  better 
light  and  become  the  worthy  aspiration  of  every  nor- 
mal child.  Under  a  united  democratic  system  of  edu- 
cation and  government  shared  by  all  alike,  male  and 
female,  according  to  ability  and  worth,  the  masses 
will  quickly  develop  into  the  classes,  while  other  and 
better  masses  will  be  created  to  take  their  places. 
Such  a  state  of  society  would  make  war  impossible 
and  would  enable  all  to  see  and  appreciate  the  fath- 
erhood of  God  and  the  brotherhood  of  man.  It  is 
the  inherent  right  of  the  individual  to  share  in  such 
a  condition  of  society,  and  to  co-operate  in  the 
welfare  of  himself  and  of  others.  In  so  doing  he 
pleases  God  and  lifts  himself  from  a  lower  to  a 
higher  level.  Since  the  deepest  and  richest  truth  of 
every  individual  comes  from  within,  he  will  be  the 
first  to  discover  it  and  shape  his  life  by  it,  providing 
he  is  free,  well  nourished,  and  properly  environed. 


The  Masses  Against  the  Classes  191 

Though  the  masses  represent  the  source  of  truth 
and  power,  the  raw  material  of  mankmd ;  the  classes 
represent  the  finished  product.  Sometimes  the  raw 
material  is  more  desired  and  needed;  but  if  the  fin- 
ished product  is  not  more  valuable  than  when  in  the 
rough,  it  is  because  it  was  spoiled  in  the  making.  In 
an}'  civilization,  whether  the  classes  are  more  desir- 
able than  the  masses  depends  wholly  on  the  educa- 
tion and  Christian  democrac}'  of  the  classes.  Like 
the  raw  material  to  the  manufacturer  the  masses  are 
the  essentials  of  an}^  civilization.  It  is  a  part  of  the 
divine  plan  of  the  universe  to  present  to  the  children 
of  men  the  raw  material  of  men  and  nature  in  lavish 
abundance  for  ever}'  need ;  to  endow  these  children 
with  sufl^cient  brains  and  ingenuity  to  fashion  this 
material  into  more  desirable  products ;  and  it  has  of- 
fered as  a  reward,  that  through  this  honest  toil  and 
service  in  bettering  the  conditions  of  others  less 
favored,  man  should  become  more  God-like  and  be 
blessed  of  the  Father. 

Everyone  must  be  painfully  aware  of  the  fact  that 
no  man  is  infallible  nor  able  to  see  the  whole  truth 
however  carefully  and  religiously  he  may  shape  his 
life.  The  judgment  of  many  minds  is  alwa^^s  safer 
and  to  be  preferred  to  that  of  one  mind  however  well 
trained.  For  this  reason  alone  autocracy  whether 
embodied  in  the  individual  or  the  class  becomes  such 
a  hindrance  to  progress  and  is  so  strongly  resented 
by  democracy.     Yet  every  communit}-  r>f  any  size  is 


192  Education,  Democracy,  the  League  of  Nations 

burdened  with  its  cynic  and  disbeliever  of  God  and 
all  things  most  worthy  and  true  in  human  develop- 
ment ;  its  autocratic  critics  and  political  dema- 
gogues who  do  not  hesitate  to  deceive  the  ignorant 
though  trustful  people  for  selfish  gain ;  by  nature 
one  of  the  masses,  by  nurture  one  of  the  classes,  but 
false  to  both  and  the  God  that  gave  them  life.  But 
like  all  ignorant  and  deluded  classes  when  organized 
in  support  of  a  false  principle,  they  are  far  less  dan- 
gerous and  contaminating  to  society  when  free  than 
when  bound.  There  is  an  inherent  sanity  in  the  com- 
mon people  that  prevents  them  from  being  led  far 
astray  however  sugar-coated  and  fascinating  the 
false  doctrine  may  be  made. 

The  civilization  of  humanity  has  come  to  the  part- 
ing of  the  way.  The  past  has  been  disappointing  and 
outgrown.  From  this  angle  it  seems  to  have  been  due 
to  an  oversupply  of  selfishness  and  autocracy,  man's 
inhumanity  to  man.  There  are  but  two  roads,  the 
one  upon  which  we  have  been  traveling  and  its  op- 
posite known  as  the  road  of  democracy,  freedom,  lib- 
erty, and  brotherhood.  The  world  can  not  stop ;  to 
hesitate  or  falter  means  death.  We  can  not  return. 
We  must  go  forward.  But  which  road  shall  we  take, 
the  one  made  familiar  to  some  through  autocratic 
power  and  voluptuous  pleasure,  to  others  by  suffer- 
ing too  deep  for  utterance?  God's  hand  is  just  ahead 
beckoning  us  to  take  the  new  path  and  walk  with 
him.     Shall  we  drop  our  differences,  bury  the  past, 


The  Masses  Against  the  Classes  193 

unite  our  energies  for  a  better  future  and  unhesitat- 
ingly follow  the  hand  of  the  Master  wherever  it  leads  ? 
The  decision  is  a  serious  one,  and  must  be  one  of 
heart  as  well  as  of  head.  The  flesh-pots  will  have  to 
be  left  behind.  It  is  a  decision  that  can  be  made 
and  lived  by  all  our  children  of  whatever  race  or 
clime.  Jesus  of  Nazareth  has  shown  the  way,  which 
means  internationalism,  the  union  of  nations  in  a 
democratic  league  of  nations  to  stimulate  and  pro- 
tect the  worthy  interests  of  all, 

I  wish  I  might  have  been  able  to  present  the  truth 
in  a  clearer  way;  probably  you  can.  If  so,  by  all 
means  speak  now.  The  world  may  never  have  an- 
other such  a  chance  to  right  itself.  What  is  the 
sacrifice  of  a  life  when  compared  with  the  human 
suffering  that  may  be  prevented  by  the  right  decision 
now.?  I  have  tried  to  show  as  clearly  as  I  know  how 
the  folly  of  bitter  class  distinctions  of  the  children 
of  the  same  great  family;  that  the  elements  which 
make  up  the  masses  and  the  classes  are  to  be  found 
latent  in  every  individual;  that  man  does  not  need 
to  look  out  to  see  the  highest  truths  of  humanity 
and  social  life,  but  within ;  that  out  of  the  individual 
self  comes  the  classes  (autocracy),  out  of  the  col- 
lective self  the  masses  (democracy);  that  both  are 
equally  essential  in  the  making  of  a  man ;  that  a 
proper  balance  between  the  two,  including  the  vari- 
ous organs  and  functions  of  the  body  and  the  com- 
plete  control   and   direction   of   the  lower   self   and 


194  Education,  Democracy,  the  League  of  Nations 

emotions  by  the  higher,  are  essential  to  the  truest 
manhood;  that  most  of  the  divisions  and  misunder- 
standings of  men  are  due  to  ill-health  and  faultj' 
nourishment,  the  result  of  ignorance,  carelessness, 
and  abuse  of  the  body  through  perverted  habits  of 
eating  and  drinking ;  that  the  happiest  condition  and 
the  highest  worth  of  man  result  through  the  proper 
development,  use,  and  balance  of  all  the  organs  and 
functions  of  the  bodj'  including  the  feelings  and 
emotions,  the  volitions,  and  the  intelhgence;  that 
the  best  in  humanity  is  quickened  and  vitalized 
through  kindness  and  good  will  but  can  not  be  called 
forth  by  force  and  dictation  from  without. 

Under  natural  conditions  of  society  and  human 
development,  such  as  I  have  tried  to  outline,  the 
masses  will  be  found  necessary  and  indispensable  to 
the  classes  and  the  classes  representing  the  best  in 
man  as  vitally  important  to  the  life  and  progress  of 
the  masses.  Neither  can  be  eliminated  without  the 
destruction  of  all;  living  and  working  together  in 
right,  just,  and  helpful  relations,  they  represent  the 
human  family  at  its  best.  But  civilization  is  now 
halting  at  the  parting  of  the  way  to  the  promised 
land.  The  new  way  is  not  the  old  way;  the  change 
is  drastic.  It  means  the  breaking  of  home  ties  and 
other  sacrifices,  but  unless  we  are  painfully  mistaken 
it  is  God's  way,  is  right,  and  must  succeed.  The 
few  who  are  too  old  and  too  fixed  to  change  their 
stripes  will  have  to  give  way.     The  ignorant  and 


The  Masses  Against  the  Classes  195 

false  will  soon  lose  their  convincing  power,  and  the 
world  will  move  on  toward  a  higher  and  better  civili- 
zation blessed  and  supported  by  the  willing  hands  of 
all  God's  people. 


CHAPTER  XX 

THE    CO-OPERATION    OF    BRITAIN    AKD    AMERICA 

To  the  Editor  of  The  Child:  ^ 

Although  the  first  round,  at  least,  of  the  world  war 
is  over,  it  is  still  difficult  for  one  to  keep  his  poise 
and  to  think  clearly  on  any  subject  without  being 
disturbed  and  influenced  by  some  phases  of  the  con- 
flict. Notwithstanding  the  utter  folly  and  inhu- 
manity of  war,  including  the  brutal  and  needless  suf- 
fering entailed,  there  has  come  out  of  our  recent 
struggle,  or  is  likely  to  follow,  some  good.  Among 
the  important  changes  taking  place  and  the  worthy 
ideas  brought  home  to  humanity  ma}'  be  mentioned 
the  following:  the  closer  union  of  nations  in  the 
world's  work,  especially  the  great  English-speaking 
nations ;  the  tendency  of  peoples  to  unite  on  a  lan- 
guage and  racial  rather  than  a  territorial  basis ; 
the  strengthening  of  belief  in  the  necessit}^  of  inter- 
national organization  with  the  formation  of  a  demo- 

'  A  monthly  medico-educational  magazine  devoted  to  child 
welfare,  edited  by  T.  N.  Kelynack,  M.D.,  London,  England. 
The  article,  which  was  written  December,  1918,  appeared  in  the 
February  number,  1919. 

196 


The  Co-operation  of  Britain  and  America     197 

cratic  league  of  nations,  based  on  justice,  freedom, 
service,  with  equal  share  in  responsibilities  and  re- 
wards ;  the  moral  and  intellectual  awakening  to  the 
fact  that  the  most  efficient  manhood  of  any  country 
results  through  clean  and  proper  habits  of  living 
and  right  education ;  the  discover}'  of  the  usefulness 
of  military  preparedness  to  success  in  war;  the  rec- 
ognition of  the  fact  that  democracy  unprepared  is 
more  capable  in  war,  when  properl}^  directed,  than 
military  autocracy  even  when  completelj'  prepared; 
the  controlling  forces  in  winning  a  war  are  not  to  be 
sought  merel}'  in  armaments  and  drilled  soldiers,  but 
in  the  service  of  clean,  able,  energetic,  versatile,  lib- 
erty loving  people  with  a  sure  belief  in  the  justness  of 
their  cause ;  and  finally,  as  sometimes  expressed,  en- 
lightened public  opinion,  brains  well  placed,  and 
democratic  methods  that  tend  to  bring  out  individual 
initiative. 

These  are  by  no  means  all  the  important  changes 
that  have  been  stressed  by  the  war  and  to  some  they 
may  not  seem  the  more  important.  But  it  is  not 
my  purpose  to  discuss  tlie  war,  the  most  serious  con- 
sequences of  which  are  soon  to  be  considered  at  the 
peace  table.  The  war  was  fought  and  won  to  make 
the  world  safe  for  democracy,  to  overcome  the  might 
and  methods  of  autocracy,  and  to  extend  freedom, 
liberty,  justice  to  all  peoples.  Through  the  war  the 
democracies  of  the  world  have  taken  the  first  step 
in  the  organization  of  a  complete  brotherhood  of  na- 


198  Education,  Democracy,  the  League  of  Nations 

tions  to  keep  the  world  safe  for  democracy.  The 
nations  have  sent  to  the  peace  congress  their  most 
trusted  leaders  to  perfect  the  process  and  to  estab- 
lish such  international  relations  as  will  enable  the 
nations  to  live  together  in  peace  and  harmony.  We 
believe  the  peace  delegates  will  ring  true  to  democ- 
racy and  the  deeper  interests  of  humanity  and  are 
willing  for  the  present  to  leave  the  decision  to  them. 

If  the  closer  union  of  the  English-speaking  people 
becomes  permanent,  what  a  happy  condition  that  will 
be  for  future  generations.  In  union  there  is  strength 
and  when  one  begins  to  look  for  the  best  in  others 
the  supply  is  seldom  exhausted.  The  best  of  every 
people  and  nation  is  worthy  of  all  and  should  be 
encouraged.  Along  with  our  local  and  national  lit- 
erature should  spring  up  a  common  and  interna- 
tional literature,  magazines  covering  the  common- 
alities in  human  nature  and  development  that  have 
universal  interest.  But  little  change  would  be  neces- 
sary in  many  of  the  better  magazines  and  educa- 
tional journals  of  today. 

Another  change  in  education  that  is  sure  to  be 
quite  noticeable  is  the  change  in  the  philosophy  and 
methods  of  autocracy  to  those  of  democracy.  The 
aim  of  the  former  is  to  make  a  citizen,  of  the  latter 
to  develop  a  man ;  the  one  would  pour  in,  the  other 
create  and  express;  the  one  would  set  up  an  objec- 
tion standard  or  ideal  to  which  the  individual  is  to  be 
fashioned,  the  other  would  discover  the  nature  and 


The  Co-operation  of  Britain  and  America    199 

inherent  capabilities  of  the  individual  to  be  educated, 
would  encourage  him  through  his  own  effort  and 
initiative  to  make  the  most  and  best  of  his  capabil- 
ities, and  would  stimulate  him  to  live  clean  and  time 
that  his  life  might  prove  a  blessing  to  himself  and 
others.  Autocracy,  feeling  its  superiority,  would 
thrive  at  the  expense  of  others,  democracy,  recogniz- 
ing only  the  superiority  of  worth,  desires  to  share 
according  to  ability  both  the  burdens  and  the  re- 
wards. 

Nearly  all  educational  systems  have  been  created 
upon  the  autocratic  idea  of  an  inferior  and  a  supe- 
rior class:  father,  child;  king,  subject;  teacher, 
taught ;  pastor,  parishioners.  This  attitude  has  been 
a  bar  to  progress.  Since  the  child  is  a  later  product 
of  civilization  it  should  and  usually  does  contain 
more  elements  of  worth  than  the  parent  unless  evolu- 
tion means  devolution.  If  the  reconstruction  of  edu- 
cation necessitated  by  the  world  war  takes  place  in 
accordance  with  the  demands  of  true  democracy,  as 
one  might  reasonably  expect,  there  will  be  many  sur- 
prises but  a  happier,  better,  and  more  efficient 
civilization. 

The  scientist  turns  in  his  study  to  nature,  but  the 
physician  and  educator  turn  again  and  again  to  a 
deeper  and  more  accurate  study  of  the  child  in  whose 
accumulated  inheritance  is  to  be  found  all  the  human 
truth  of  the  ages.  Little  by  little  the  students  of 
human  nature  explore  and  map  these  hidden  vistas  of 


200  Education,  Democracy,  the  League  of  Nations 

truth.  "The  Child,"  with  its  many  excellent  contrib- 
utors, is  accomplishing  a  great  service  in  bringing 
together  American  and  British  educationists  and 
workers  for  child  welfare.  But  few  of  even  the  best 
of  our  scholars  and  teachers  yet  realize  the  richness 
of  the  field  which  awaits  exploration.  As  our  studies 
proceed  further  we  shall  all  come  to  appreciate  the 
force  of  the  truth:  "A  little  child  shall  lead 
them." 

When  the  physician,  the  psycho-educational  clini- 
cian, the  social  student,  and  the  teacher  turn  their 
united  effort  in  bettering  the  health,  mind,  and  life 
of  the  child,  and  through  it  coming  generations,  we 
shall  find  that  the  boundary  lines  and  class  and  racial 
distinctions  that  now  divide  us  will  become  less  prom- 
inent, while  in  their  stead  there  will  appear  the  truer 
and  deeper  interests  of  a  common  humanity.  Health 
and  growth  are  normal  attributes  of  every  child ;  if 
not  present  the  condition  must  be  due  to  a  violation 
of  the  laws  of  nature  or  nurture.  The  former  can 
not  be  changed  except  through  the  slow  processes 
of  evolution  and  inheritance,  but,  physically  at  least, 
the  latter  depends  upon  and  can  be  greatly  modified 
by  a  right  combination  and  use  of  the  four  great  es- 
sentials of  health  and  growth:  food,  air,  sunshine, 
cleanliness.  On  deeper  study  of  the  individual  it  will 
be  found  that  the  psychic  life  (spiritual  health  and 
growth)  depends  on  the  same  or  quite  similar  essen- 
tials ;  that  the  inherent  push  and  unassisted  nature 


The  Co-operation  of  Britain  and  America     201 

of  every  one  tend  to  make  of  him  a  self-sustaining, 
self-directing,  self-sacrificing  individual.  Wlien  edu- 
cation is  made  to  assist  nature  in  its  push  and  strug- 
gle for  a  better  life  the  results  will  be  surprisingly 
gratifying. 

The  methods  of  autocracy  in  shaping  civilization 
have  alwa3's  stressed  human  differences  and  external 
forms,  but  to  succeed  the  methods  of  democrac}'  must 
stress  the  likeness  and  commonalities  of  men,  espe- 
ciallj'  the  inherent  love  of  liberty,  truth,  beaut}', 
righteousness.  When  one  seeks  for  the  good  and  true 
in  others  he  finds  a  richer  field  than  when  he  seeks  for 
evil.  How  trivial  now,  through  the  lapse  of  a  hun- 
dred 3^ears,  appear  the  causes  that  separated  the 
English-speaking  nations,  and  how  much  more  sen- 
sible to  our  children  will  appear  the  reasons  for  the 
reunion  of  these  great  nations.  Germany  itself  is 
only  one  step  further  removed ;  in  language,  in 
thought,  in  literature,  in  action  we  have  more  in  com- 
mon than  we  have  that  is  different.  The  war  is  over 
forever  if  we  will  it  so,  and  from  the  ruins  may  arise 
cleaner,  stronger,  wiser,  truer,  happier,  and  more  ef- 
ficient peoples  and  nations.  Trust  and  confidence  be- 
gets trust  and  confidence.  Power  carries  with  it 
great  responsibilities,  "for  with  what  measure  ye 
mete,  it  shall  be  measured  to  you  again."  The  in- 
terchange of  the  best  thoughts  and  deeds  of  all  peo- 
ples and  nations  is  elevating  and  inspiring  and  should 
be,  and  will  be,  encouraged  by  all  democratic  people. 


202  Education,  Democracy,  the  League  of  Nations 

The  individual,  or  nation,  who  in  the  love  of  truth 
and  right  and  the  spirit  of  the  Master  moves  for- 
ward with  courage  in  the  service  of  mankind  can  not 
fail  nor  be  destroyed. 


PART  III 
THE^LEAGUE  OF  NATIONS 


CHAPTER  XXI 

THE  FOUETEEN   POINTS  OF  PRESIDENT  WILSOn's  PEACE 
TERMS  ^ 

In  presenting  to  the  world  these  fourteen  points 
of  his  peace  program,  the  president  said:  "All  the 
peoples  of  the  world  are  in  effect  in  this  interest,  and 
for  our  own  part  we  see  very  clearly  that  unless  jus- 
tice be  done  to  others  it  will  not  be  done  to  us." 
.  .  .  and  again,  "The  program  of  the  world's  peace 
is  our  program ;  and  that  program,  the  only  possible 
program,  as  we  see  it,  is  this" : 

THE    FOURTEEN    POINTS 

1.  Open  covenants  of  peace,  openly  arrived  at, 
after  which  there  shall  be  no  private  international 
understandings  of  any  kind  but  diplomacy  shall  pro- 
ceed always  frankly  and  in  the  public  view. 

2.  Absolute  freedom  of  navigation  upon  the  seas, 
outside  territorial  waters,  alike  in  peace  and  in  war, 
except  as  the  seas  may  be  closed  in  whole  or  in  part 

» January  6,  1918. 

205 


206  Education,  Democracy,  the  League  of  Nations 

hy  international  action  for  the  enforcement  of  inter- 
national covenants. 

3.  The  removal,  so  far  as  possible,  of  all  economic 
barriers  and  the  establishment  of  an  equality  of  trade 
conditions  among  all  the  nations  consenting  to  the 
peace  and  associating  themselves  for  its  mainte- 
nance. 

4.  Adequate  guarantees  given  and  taken  that  na- 
tional armaments  will  be  reduced  to  the  lowest  points 
consistent  with  domestic  safety. 

5.  A  free,  open-minded  and  absolutely  impartial 
adjustment  of  all  colonial  claims,  based  upon  a  strict 
observance  of  the  principle  that  in  determining  all 
such  questions  of  sovereignty  the  interests  of  the 
populations  concerned  must  have  equal  weight  with 
the  equitable  claims  of  the  government  whose  title 
is  to  be  determined. 

6.  The  evacuation  of  all  Russian  territory  and 
such  a  settlement  of  all  questions  affecting  Russia 
as  %vill  secure  the  best  and  freest  co-operation  of  the 
other  nations  of  the  world  in  obtaining  for  her  an 
unhampered  and  unembarrassed  opportunity  for  the 
independent  determination  of  her  own  political  de- 
velopment and  national  policy  and  assure  her  of  a 
sincere  welcome  into  the  society  of  free  nations 
under  institutions  of  her  own  choosing;  and,  more 
than  a  welcome,  assistance  also  of  every  kind  that 
she  may  need  and  may  herself  desire.  The  treatment 
accorded  Russia  bv  her  sister  nations  in  the  months 


The  Fourteen  Points  20T 

to  come  will  be  the  acid  test  of  their  good  \vill,  of 
their  comprehension  of  her  needs  as  distinguished 
from  their  own  interests,  and  of  their  intelligent  and 
unselfish  sympathy. 

7.  Belgium,  the  whole  world  will  agree,  must  be 
evacuated  and  restored,  without  anj^  attempt  to  limit 
the  sovereignty  which  she  enjoys  in  common  with  all 
other  free  nations.  No  other  single  act  will  serv^e  as 
this  will  serve  to  restore  confidence  among  the  na- 
tions in  the  laws  which  they  have  themselves  set  and 
determined  for  the  government  of  their  relations  with 
one  another.  Without  this  healing  act  the  whole 
structure  and  validity  of  international  law  is  forever 
impaired. 

8.  All  French  territory  should  be  freed  and  the 
invaded  portions  restored,  and  the  wrong  done  to 
France  by  Prussia  in  1871  in  the  matter  of  Alsace- 
Lorraine,  which  has  unsettled  the  peace  of  the  world 
for  nearly  fifty  years,  should  be  righted,  in  order 
that  peace  may  once  more  be  made  secure  In  the 
interest  of  all. 

9.  A  readjustment  of  the  frontiers  of  Italy  should 
be  effected  along  clearly  recognizable  lines  of  na- 
tionalit3\ 

10.  The  peoples  of  Austria-Hungary,  whose  place 
among  the  nations  we  wish  to  see  safeguarded  and 
assured,  should  be  accorded  the  freest  opportunity 
of  autonomous  development. 

11.  Rumania,  Serbia  and  Montenegro  should  be 


208  Education,  Democracy,  the  League  of  Nations 

evacuated ;  occupied  territories  restored ;  Serbia  ac- 
corded free  and  secure  access  to  the  sea ;  and  the 
relations  of  the  several  Balkan  states  to  one  another 
determined  by  friendly  counsel  along  historically  es- 
tablished lines  of  allegiance  and  nationality' ;  and  in- 
ternational guarantees  of  the  political  and  economic 
independence  and  territorial  integrity  of  the  several 
Balkan  states  should  be  entered  into. 

12.  The  Turkish  portions  of  the  present  Ottoman 
Empire  should  be  assured  a  secure  sovereignty,  but 
the  other  nationalities  which  are  now  under  Turkish 
rule  should  be  assured  an  undoubted  security  of  life 
and  an  absolutely  unmolested  opportunity  of  auton- 
omous development,  and  the  Dardanelles  should  be 
permanently  opened  as  a  free  passage  to  the  ships 
and  commerce  of  all  nations  under  international 
guarantees. 

13.  An  independent  Polish  state  should  be  erected 
which  should  include  the  territories  inhabited  by  in- 
disputably Polish  populations,  which  should  be  guar- 
anteed by  international  covenant. 

14.  A  general  association  of  nations  must  be 
formed  under  specific  covenants  for  the  purpose  of 
affording  mutual  guarantees  of  political  independ- 
ence and  territorial  integrity  to  great  and  small 
states  alike. 


The  Fourteen  Points  209 

These  points  came  in  an  exceedingly  discouraging 
period  of  the  war,  were  quickly  published  throughout 
the  world,  creating  confidence  in  the  nation's  high 
motives  and  genuinely  altruistic  purposes,  tending  to 
hearten  humanity  everywhere.  The  president  had 
expressed  in  very  terse  language  the  true  American 
spirit  through  which  his  own  people  were  most  truly 
united  in  the  prosecution  of  the  war,  the  entente  na- 
tions encouraged  to  greater  endeavor,  and  the  enemy 
countries  weakened  in  morale  and  made  less  potent. 
The  document  was  heralded  everywhere  as  one  of 
the  greatest  state  papers  of  all  times.  On  and 
through  it  the  war  was  fought  and  won.  Again  these 
points  were  considered  as  furnishing  the  basis  of  the 
armistice.  To  repudiate  them  now  should  be  be- 
neath the  dignity  of  any  self-respecting  nation. 
Those  who  know  the  president  and  the  spirit  of  the 
nation  he  represents  do  not  anticipate  any  violation 
of  these  sacred  promises  no  matter  what  the  cost, 

THE    FIVE    POINTS 

In  his  speech  of  September  27,  1918,  President 
Wilson  gave  utterance  to  five  additional  points  bear- 
ing on  the  conditions  of  peace,  as  follows : 

First,  the  impartial  justice  meted  out  must  in- 
volve no  discrimination  between  those  to  whom  we 
wish  to  be  just  and  those  to  whom  we  do  not  wish  to 
be  just.    It  must  be  a  justice  that  plays  no  favorites 


210   Education,  Democracy,  the  League  of  Nations 

and  knows  no  standard  but  the  equal  rights  of  the 
several  peoples  concerned. 

Second,  no  special  or  separate  interest  of  any 
single  nation  or  anj'  group  of  nations  can  be  made 
the  basis  of  any  part  of  the  settlement  which  is  not 
consistent  with  the  common  interest  of  all. 

Third,  there  can  be  no  league  or  alliances  or  spe- 
cial covenants  and  understandings  within  the  gen- 
eral and  common  family  of  the  League  of  Nations. 

Fourth,  and  more  specificall}',  there  can  be  no 
special,  selfish  economic  combinations  within  the 
League  and  no  emploj'ment  of  any  form  of  economic 
boj'cott  or  exclusion  except  as  the  power  of  eco- 
nomic penalty  by  exclusion  from  the  markets  of  the 
world  may  be  vested  in  the  League  of  Nations  itself 
as  a  means  of  discipline  and  control. 

Fifth,  all  international  agreements  and  treaties 
of  every  kind  must  be  made  known  in  their  entirety 
to  the  rest  of  the  world. 

On  November  5,  1918,  President  Wilson  gave 
voice  to  the  Memorandum  of  Allied  Governments  as 
follows : 

The  Allied  Governments  have  given  careful  con- 
sideration to  the  correspondence  which  has  passed  be- 
tween the  President  of  the  United  States  and  the 
German  Government.  Subject  to  the  qualifications 
which  follow,  they  declare  their  willingness  to  make 
peace  with  the  Government  of  Germany  on  the  terms 


The  Fourteen  Points  211 

of  peace  laid  down  in  the  President's  address  to 
Congress  of  January  8,  1918,  and  the  principles  of 
settlement  enunciated  in  his   subsequent  addresses. 

They  must  point  out,  however,  that  Clause  2,  re- 
lating to  what  is  usually  described  as  the  freedom 
of  the  seas,  is  open  to  various  interpretations,  some 
of  which  they  could  not  accept. 

They  must,  therefore,  reserve  to  themselves  com- 
plete freedom  on  this  subject  when  they  enter  the 
Peace  Conference. 

Further,  in  the  conditions  of  peace  laid  down 
in  his  address  to  Congress  of  January  8,  1918,  the 
President  declared  that  the  invaded  territories  must 
be  restored,  as  well  as  evacuated  and  freed.  The 
Allied  Governments  feel  that  no  doubt  ought  to  be 
allowed  to  exist  as  to  what  this  provision  implies. 
By  it  they  understand  that  compensation  will  be 
made  by  Germany  for  all  damage  done  to  the  civil- 
ian population  of  the  Allies  and  their  property  by 
the  aggression  of  Germany  by  land,  by  sea  and  from 
the  air. 

These  principles  thus  clearly  stated  and  acquies- 
cently, at  least,  agreed  to  by  all  furnished  the 
foundation  ior  the  armistice  and  the  basis  of  world 
peace.  If  not  attained  at  this  time  they  will  be 
later.  Democracy  can  not  prosper  nor  continue  to 
exist  half  free  and  half  slave. 


CHAPTER  XXII 


A  LEAGUE  of  nations  is  a  natural  and  an  essential 
step  in  the  further  evolution  of  man.  Civilization 
has  already  reached  the  end  of  human  progress  based 
upon  the  present  organization  of  nationalism  and 
destructive  competition.  If  human  development  is 
not  to  stop  short  in  its  progress,  mark  time,  or 
degenerate  the  governments  and  controlling  forces 
of  man  must  be  reorganized  to  give  place  to  and 
make  use  of  the  best  in  internationalism,  cooperation, 
and  the  universal  brotherhood  of  man. 

It  has  been  clearly  shown  by  the  world  war  that 
man  can  not  advance  in  opposition  to  aroused 
public  opinion,  and  that  neither  the  individual  nor 
the  nation  can  be  trusted  to  treat  a  fallen  foe  fairly, 
honestly,  and  justly  when  given  the  power.  To 
make  it  possible  for  an}'  one  to  really  live  and  prac- 
tice justice  and  true  democracy  there  must  be  given 
to  the  woi'ld  an  international  tribunal  or  higher 
court  of  review,  a  federation  or  democratic  league  of 
nations,  to  intelligently  oversee  human  action  and  to 

^December  20,  1918. 

212 


The  Proposed  League  of  Xations  213 

shape  public  opinion  in  the  direction  of  truth, 
honest}',  righteousness.  Humanity'  will  respond 
quickh'  to  the  best  in  civilization  if  given  a  fair 
chance. 

To  stimulate  the  best  in  man  through  wise  legis- 
lation, one  must  be  a  student  of  human  nature  and 
understand  the  essential  processes  of  individual  de- 
velopment. In  order  to  better  the  condition  of  man 
it  is  essential  to  know  man,  that  one  ma}'  aid  and 
not  hinder  progress.  It  may  not  be  wholh'  necessary 
in  working  out  the  problem  to  assume  a  creator  or 
"divinity  that  shapes  man's  ends,"  but  to  most  peo- 
ple the  problem  becomes  easier  of  solution  b}'  ac- 
cepting such  a  premise.  In  any  case  the  forces  of 
nature  must  be  discovered,  understood,  and  utilized 
to  stimulate  man's  best  and  truest  development. 

The  essence  of  human  development,  as  well  as 
God's  plan  of  the  universe,  rests  upon  the  inde- 
structible foundation  of  the  moral  and  intellectual 
responsibilit}-  of  the  individual.  To  expand  man 
must  be  free,  but  to  be  free  he  must  expand  (de- 
velop). There  is  no  place  in  the  kingdom  for  igno- 
rance, dishonesty,  lawlessness,  disorder.  The  ships 
of  state  are  now  headed  forward.  There  is  room  on 
board  for  all  headed  in  the  same  direction,  including 
the  necessar}'  baggage  and  equipment.  But  false 
and  dangerous  people  and  baggage  must  be  left  be- 
hind or  taken  with  caution  and  under  proper  limi- 
tations.     The    course    alone    is    new   but    the    ships 


214<  Education,  Democracy,  the  League  of  Nations 

and  crew  have  been  tested,  and  the  passengers  have 
united  in  the  spirit  of  service,  helpfulness,  and 
brotherly  kindness.  If  one  doubts  the  success  of  the 
voyage  of  the  democratic  league  of  nations,  he  needs 
simply  to  await  the  issue  to  be  convinced.  The 
league  of  nations  may  not  start  now  but  it  will  start 
some  time  and  when  it  does  democracy  is  safe  and 
permanent  peace  assured. 

Important  as  the  federation  of  nations  has  become 
to  the  future  progress  of  humanity,  much  depends 
upon  the  type  and  nature  of  the  organization.  Un- 
less it  is  made  to  harmonize  with  the  best  and  truest 
in  human  development,  is  absolutely  democratic,  and 
is  sufficiently  pliable  to  allow  intelligent  expansion 
and  free  expression  of  individuals  and  nations,  it  is 
doomed  to  failure.  I  have  unbounded  confidence  in 
the  saving  influence  of  a  democratic  league  of  na- 
tions, but  not  in  a  hegemony  or  autocratic  league 
of  nations,  nor  the  so-named  balance  of  power,  and 
I  doubt  the  advisability  of  a  league  of  nations  to 
enforce  peace.  Though  any  extensive  union  of  na- 
tions Avill  have  a  salutary  effect. 

In  feeling  and  volition  men  differ  but  little.  It 
is  through  the  development  of  the  intellect  that  they 
grow  apart  and  pass  from  childhood  to  manhood. 
One  needs  only  to  look  deep  into  the  eyes  of  another 
to  see  his  own  true  self  reflected  back  to  him.  Both 
the  evil  and  the  good  are  there  waiting  to  be  stimu- 
lated and  drawn  forth.     Not  onlv  the  look  but  the 


The  Proposed  League  of  Xations  215 

spirit  back  of  the  look  will  be  met  in  kind  and 
returned  with  interest.  Every  man  represents  in  his 
own  organism  the  entire  universe  in  miniature.  To 
direct  and  control  self  wisely  furnishes  the  best 
foundation  for  guiding  and  directing  others.  Since 
the  commonality  of  interests  in  all  is  so  marked, 
the  vital  needs  so  uniform,  the  hopes  and  aspira- 
tions so  similar,  is  it  not  possible  and  advisable 
to  pool  the  issues,  to  share  the  sacrifices  and  re- 
wards, and  to  bequeath  to  our  children  the  good 
we  have  won  through  such  severe  suffering?  Does  it 
not  seem  wiser  to  the  leaders  of  humanity  now,  since 
God  in  His  mercy  has  favored  them  with  the  chance, 
to  legislate  for  the  benefit  of  coming  generations 
than  to  try  to  get  even  with  the  former  cruel  and 
misguided  enemies  suffering  from  a  lost  cause,  and 
whose  children  are  forever  doomed  to  poverty  with- 
out our  help?  God  through  His  children  will  re- 
view every  act  of  the  world's  peace  congress  now 
in  session  and  will  not  fail  to  ratify'  and  enforce  it 
providing  it  is  clearly  and  honestly  based  on  truth, 
international  comity,  individual  justice,  fair  play, 
good  will,  and  affords  equal  opportunity  to  all  to 
share  in  the  sacrifices  and  rewards  according  to 
intelligence  and  worth.  Man  proposes  but  God  dis- 
poses. Nothing  will  ever  remain  settled  that  is  not 
settled   right. 

Man's  nature,  as  also  his  existence,  is  due  to  a 
happy   combination   of  individualism   and   socialism 


216  Education,  Democracy,  the  League  of  Xations 

(collectivism).  The  proper  combination  and  balance 
of  these  two  disparate  and  contrasting  elements  of 
the  human  organism  indicate  the  intelligence  and 
social  worth  of  the  individual.  This  dualism  runs 
throughout  human  life  and  must  be  reckoned  with 
in  every  organization  affecting  the  condition  of  man. 
The  human  body  is  composed  or  built  up  of  many 
members  or  organs  functioning  both  as  separate 
units  and  as  conditioning  parts  of  a  larger  whole. 
Thinking  is  in  the  main  an  individual  function,  feel- 
ing a  collective  function.  Ever}'  separate  organ 
however  weak  must  be  protected  in  its  functioning 
or  the  whole  machinery  will  be  thrown  out  of  gear 
and  made  useless.  Too  pronounced  individualism 
would  enable  the  stronger  members  to  sap  and  under- 
mine the  weaker,  while  over-collectivism  would  lead 
to  confusion,  disorder,  anarchy,  and  final  destruc- 
tion. Human  intelligence  is  based  on  the  under- 
standing, proper  balancing,  and  wiselj^  directing  of 
these  two  essential  but  disparate  forces  of  human 
nature.  For  this  reason  the  trulv  great  mind  is 
the  well-poised  and  evenly-balanced  mind.  In  ever}' 
type  of  human  emergency  the  cool-headed,  well- 
balanced  individual  is  the  sane  and  safe  individual. 

What  is  true  of  individuals  when  acting  separately 
and  alone,  is  equall}'  true  of  classes,  societies,  and 
nations  when  acting  alone  or  in  groups.  The  proper 
balance  of  these  two  essential  forces  must  always  be 
maintained  for  healthy  action  whether  in  the  indi- 


The  Proposed  League  of  Nations  217 

vidual,  the  nation,  or  the  league  of  nations,  and 
the}'  can  be  maintained  by  ever}-  free  individual 
through  the  strength  from  within  so  far  as  his  own 
personality  is  concerned,  but  his  social  or  corporate 
existence  is  a  different  matter  and  needs  a  different 
treatment.  In  order  to  maintain  the  right  relation 
or  balance  of  these  natural  and  essential  forces 
acting  within  the  individual,  man  has  found  it  neces- 
sary through  experience  to  erect  an  ideal  or  stand- 
ard of  action  from  which  he  will  not  allow  himself 
to  deviate  unless  compelled  through  excessive  force. 
Through  the  aid  of  such  an  ideal  or  standard  of 
action  he  is  enabled  to  maintain  the  right  poise  or 
balance  of  these  conditioning  forces  of  human  nature 
to  develop  the  healthiest  mind  and  body.  But  in  his 
social  or  corporate  existence  he  does  not  have  such 
complete  control  of  these  two  opposing  forces — indi- 
vidualism, socialism — and  needs  the  help  and  guiding 
influence  of  the  ideal  or  standard  set  up  by  the 
social,  political,  or  religious  group  of  which  he  is  a 
member,  representing  the  combined  experience  of  the 
best  in  all.  Within  the  class  or  nation  this  ideal 
becomes  the  controlling  ideal  of  the  class  or  nation. 
But  to  recognize  and  give  meaning  to  the  universal 
brotherhood  of  man  there  must  be  erected  a  common 
ideal  or  standard  of  right  action  that  can  be  univer- 
sally applied,  and  when  applied  will  encourage  inter- 
national comity,  good  will,  personal  responsibility, 
and   mutual    lielpfulness    of    all    normal    and    right- 


218  Education,  Democracy,  the  League  of  Nations 

minded  individuals  however  situated.  Such  a  plan  is 
now  foreshadowed  in  the  proposed  democratic  league 
of  nations,  and  unless  the  peace  delegates  fail  to 
conceive  the  latent  demands  of  democracy  and  fall 
disappointingly  short  of  their  sacred  mission,  they 
will  establish  a  democratic  league  of  nations  on  like 
terms  to  all  and  fulfil  the  spirit  of  every  promise 
upon  which  the  war  was  fought  and  won.  If  this  is 
now  fulfilled  in  the  democratic  spirit  in  which  it  is 
begun  it  will  tend  to  unite  peoples  of  the  world  in 
mutual  cooperation  to  allay  the  restlessness  of  hu- 
manity due  to  former  ill-treatment  and  autocratic 
injustice. 

The  propo'sed  league  of  nations  is  no  utopia  nor 
visionary  dream.  It  is  simply  an  intelligent  and 
necessary  movement  forward  in  human  evolution,  a 
common  sense  adjustment  of  society  on  a  larger  scale 
for  its  own  benefit.  The  outcome  of  the  world  war 
has  made  the  step  possible  and  even  necessary  if  the 
world  is  to  be  made  safe  for  democracy  and  per- 
manent peace  assured.  This  the  greatest  of  all  wars 
has  clearly  shown  that  no  individual,  nor  clique,  nor 
favored  class,  nor  nation,  nor  combined  group  of 
nations  however  strong  and  favored  can  hope  to 
rule  by  force  and  police  the  rest  of  the  world  and 
get  by  with  it;  and  it  was  further  shown  that  the 
most  powerful  democratic  nations  were  impotent  to 
protect  and  save  themselves  without  union  of  in- 
terests and  the  practical  application  of  true  democ- 


The  Proposed  League  of  Nations         219 

racy  and  internationalism.  Though  history  is  full 
of  convincing  lessons,  yet  it  would  seem  that  this 
lesson  alone  should  be  sufficient  to  convince  every 
intelligent  person  of  whatever  country  of  the  neces- 
sity of  a  truly  democratic  league  of  nations  to  keep 
the  peace,  provided  our  children  are  to  be  and 
to  remain  free.  The  peoples  of  the  world  combined 
and  made  helpful  through  a  democratic  league  of 
nations  can  and  will  successfully  police  themselves 
and  be  happier  and  more  prosperous  in  doing  so. 

We  may  boast  of  might  now,  but  it  did  not  look 
so  favorable  ten  months  ago.  If  we  fail  to  give 
God  the  glory  and  play  fair  now  that  we  have  the 
opportunity  and  temporary  confidence  of  the  peo- 
ple, there  may  come  a  time  in  the  not  distant  future 
when  we  or  coming  generations  shall  pay  dearly  for 
the  victory  won.  "With  what  measure  ye  mete,  it 
shall  be  measured  to  you  again" ;  and  usually  with 
compound  interest.  Autocracy  has  never  been  able 
to  leam  and  appreciate  this  eternal  truth,  but  it  is 
to  be  hoped  that  democracy  through  its  continuous 
struggles  has  discovered  it. 

War  is  never  right,  and  at  best  is  an  uncertain 
gamble  with  human  lives  and  property  at  stake.  It 
is  the  organized  effort  of  the  people  of  one  country 
to  destroy  or  appropriate  by  deception  and  force 
the  wealth,  labor,  and  lives  of  another.  Even  now 
every  nation  is  denying  responsibility  of  starting  the 
world  war  and  looking  earnestly  for  tlio  culprit.     If 


220  Education,  Democracy,  the  League  of  Nations 

aggressive  war  had  any  justification  there  would 
not  be  such  strenuous  denial  of  having  had  anything 
to  do  with  starting  this  greatest  of  all  wars.  If 
war  and  might  as  instruments  of  torture  in  disci- 
plining society  were  ever  right  (which  I  do  not 
believe)  it  must  have  been  in  a  brutal  state  of  civili- 
zation far  lower  than  that  which  exists  in  any  coun- 
try today.  Yet  in  the  present  divided  state  of 
society  and  nations  it  is  necessary  to  have  set  up 
a  common  standard  or  guiding  principle  of  inter- 
national relations,  to  be  found  in  a  democratic 
league  of  nations,  to  unite  human  interests  and  to 
enable  all  to  share  in  the  responsibility  of  keeping 
the  peace  and  bettering  the  condition  of  humanity- 
It  is  within  the  power  of  the  peace  commission  to 
create  a  league  of  nations,  to  fulfil  the  promises  that 
brought  victory  to  democracy,  to  make  wars  wholly 
unprofitable  and  impossible,  to  make  peace  per- 
manent and  democracy  safe.  The  democracies  of  the 
world  are  still  hopeful. 

As  already  indicated  much  depends  upon  the  na- 
ture and  spirit  of  the  league.  If  it  is  to  be  uni- 
versally helpful  and  lasting,  it  must  be  democratic ; 
conform  to  the  natural  evolution  of  man ;  stimulate 
and  call  forth  the  best  in  human  nature;  tend  to 
unite  peoples  and  nations  in  bonds  of  sympathy 
and  mutual  helpfulness ;  reward  worth  and  appeal 
to  one's  sense  of  personal  i-esponsibility ;  be  capable 


The  Proposed  League  of  Nations         221 

of  extending  freedom  under  law,  justice,  fair  play, 
and  equality  of  opportunity  and  service ;  and  it 
must  be  sufficiently  plastic  to  allow  for  improvement 
and  changes  for  the  better.  It  should  be  headed  for- 
ward and  planned  for  the  future. 

Roughly  speaking  the  order  of  social  and  politi- 
cal evolution  has  been  from  family  through  clan, 
tribe,  race,  nation,  the  union  of  nations,  humanity. 
With  nations  the  highest  unit  reached  is  nationalism, 
but  it  is  not  necessary'  for  man  to  stop  in  his  evolu- 
tion at  that  point.  The  world  is  now  ready  to  take 
the  next  step — provision  for  right  international  re- 
lations (internationalism) — and  humanity  is  backing 
the  peace  congress  with  prayers  that  the  step  may 
be   taken   now. 

The  peoples  of  the  world  are  divided  into  three 
classes :  at  least  eighty  per  cent,  and  probably  more 
nearly  ninety,  of  all  humanity  are  democratic  at 
heart ;  about  three  per  cent  have  been  and  are  domi- 
nated by  autocrac}',  are  autocrats  at  heart ;  and 
probably  not  to  exceed  seven  per  cent  are  extreme 
socialists  tending  toward  anarchy  and  lawlessness. 
It  stands  to  reason  that  in  legislating  for  the  ad- 
vancement of  humanity  the  ninety  per  cent  which 
represent  the  stable  soul  of  all  countries,  and  not 
the  three  or  seven  per  cent,  should  be  given  first 
consideration.  The  latter,  in  so  far  as  they  are 
disturbers  of  the  peace  and  of  progress,  should  be 


222  Education,  Democracy,  the  League  of  Nations 

placed  under  proper  limitations  that  their  children 
may  come  to  take  their  rightful  places  in  the  eleva- 
tion of  humanit}'. 

It  is  not  surprising  to  the  student  of  social  life 
that  the  three  per  cent  (sometimes  combined  with 
the  seven  per  cent)  have  been  able  to  control  and 
direct  the  affairs  of  nations  for  such  an  indefinite 
period;  even  at  times  dreaming  of  world  power  and 
conquest ;  forgetting  that  the  individual  or  nation 
that  rises  by  the  sword  shall  as  surely  fall  b}"  the 
sword.  The  means  through  which  the  autocratic 
few  gained  and  kept  control  of  the  toiling  masses 
have  been  deception,  false  promises,  intrigue,  secret 
alliances,  inhuman  treatment  and  flattery,  wars  of 
conquest,  pillage,  and  the  manipulation  of  the  edu- 
cation of  the  people.  In  a  milder  form  the  auto- 
cratic spirit  has  been  kept  up  by  adroitlj^  arraigning 
one  class  against  another,  creating  divisions  in  so- 
ciety where  none  naturally  exist,  and  by  controlling 
party  elections  through  deception  and  false  promises. 

These  difficulties  to  wholesome  action  of  the  peo- 
ple must  be  clearly  understood  by  the  peace  dele- 
gates in  order  to  legislate  wisely  to  bring  out  the 
best  in  humanity.  Fortunately^  for  the  people  of  all 
countries  and  their  children,  the  president  of  the 
United  States  has  caught  the  true  vision  of  human 
progress,  is  able,  experienced,  close  to  nature  and  the 
common  people,  with  no  ulterior  motive  than  the 
highest  good  of  humanity,  intent  on  making  the  earth 


The  Proposed  League  of  Nations  223 

a  fit  abode  for  men  "too  proud  to  fight,"  and  on 
removing  the  necessity  of  an}-  one  being  compelled 
to  continue  his  brute  nature  in  order  to  live  and  be 
free.  It  has  been  said  of  George  Washington :  "First 
in  war,  first  in  peace,  first  in  the  hearts  of  his  coun- 
trymen." In  after  years,  may  it  not  be  said  of 
Woodrow  Wilson:  Last  in  war,  first  in  peraia- 
nent  peace,  first  in  the  hearts  of  humanity? 
Other  nations  have  designated  man}^  of  their 
ablest  and  most  experienced  counselors  to  rep- 
resent them  at  the  peace  table.  All  have  seen 
and  many  have  felt  the  cruelty  and  utter  folly 
of  war,  and  the  necessity  of  permanent  peace  for 
the  continued  evolution  of  man.  The  methods 
of  autocracy  have  been  clearly  shown  to.  be  false, 
inhuman,  and  destructive  of  the  best  human  so- 
ciety. The  only  promise  of  salvation  is  through 
democracy  and  a  democratic  league  of  nations  built 
on  the  foundation  of  the  individual  as  the  unit  and 
the  state  as  a  combination  of  individuals  for  their 
own  advancement.  God  through  the  intelligence  and 
suffering  of  his  people  has  provided  the  occasion 
and  is  pointing  the  way.  Most  of  the  delegates  are 
about  to  perform  their  last  great  service  for  hu- 
manit3\  On  this  sacred  occasion  will  they  forget  self 
and  fulfil  worthily  and  magnanimously  the  confidence 
of  the  people  that  has  been  placed  in  them? 

It  is  true  that  several  of  the  entente  powers  were 
nearer  the  field  of  carnage  and  suffered  more,  but 


224  Education,  Democracy,  the  League  of  Nations 

the  United  States  was  near  enough  and  true  enough 
to  enter  the  conflict  in  time  to  change  the  tide  and 
to  save  the  world  for  democracy.  Its  people  de- 
spise war,  or  gain  won  through  war,  and  love  peace. 
It  entered  the  conflict  with  no  sinister  motive  nor 
wish  for  gain.  The  president 'and  the  united  people 
back  of  him  representing  the  most  democratic  nation 
on  earth  entered  the  conflict  reluctantly  with  the 
sole  purpose,  as  expressed  so  clearly  in  the  war  mes- 
sages, of  making  the  world  safe  for  democracy  and 
the  earth  a  free  and  fit  abiding  place  for  upright 
people.  No  one  at  this  date  can  foresee  what  the 
peace  congress  has  in  store  for  humanity,  but  every 
intelligent  American  who  is  in  touch  with  his  coun- 
try's traditions  knows  that  every  United  States 
delegate  to  the  peace  congress  would  prefer  to  give 
his  life  and  all  he  holds  dear  than  to  return  with  a 
single  promise,  through  which  the  war  was  won, 
left  unfulfilled  through  his  dereliction  of  duty. 

But  there  may  be  danger  of  disappointment 
through  anticipating  too  much  of  the  peace  con- 
gress. Men  do  not  see  alike,  and  the  members  of 
the  peace  congress  are  not  diff^erent  from  thousands 
and  even  millions  of  good  men  and  women  left  be- 
hind. Some  would  have  selected  diff'erently  if  not 
as  wisely.  The  delegates  can  not  please  all,  probably 
not  even  completely  a  minority,  but  that  matters 
little  if  they  have  acted  wisely,  honestly,  sincerely 


The  Proposed  League  of  X  at  ions         225 

and  have  given  the  world  the  best  that  could  be 
offered  at  the  time.  Through  the  ages  every 
nation  has  developed  a  spirit  and  character  of  its 
own,  strong  points  and  weak  points.  These  have 
been  developed  mostly  through  autocratic  methods. 
They  must  be  reckoned  with  at  a  time  when  the 
world  is  changing  its  allegiance  from  the  standards 
of  autocracy  to  those  of  democracy.  For  instance, 
the  league  of  nations  must  be  formed  out  of  peoples 
and  nations  as  they  now  exist.  One  can  not  create 
righteousness  nor  change  character  by  legislation, 
but  they  can  make  it  easier  to  do  right. 

Clearly  as  the  world  has  shown  itself  ready  for 
the  step,  one  may  rest  assured  that  the  league  of 
nations'  idea  does  not  look  so  simple  to  the  peace 
delegates  as  to  many  farther  removed.  But  if  hu- 
manity is  in  earnest  with  its  clearh'  expressed  desire 
for  a  league  of  nations  it  must  come;  in  fact  it  is 
already  here  in  the  close  union  and  international 
relation  of  Great  Britain,  France,  Italy,  and  the 
United  States  in  their  effort  to  win  the  war  and 
save  democracy  to  the  world.  Build  on  that  a  demo- 
cratic league  of  nations — great  and  small — open  on 
similar  terms  to  all  who  desire  to  enter  and  share 
in  the  responsibility  and  rewards,  and  the  interna- 
tional child,  the  latest  and  best  product  of  humanit}', 
will  be  bom  under  favorable  conditions.  The  chief 
purpose  of  the  league  of  nations  must  be  to  make  it 


226  Education,  Democracy,  the  League  of  Nations 

harder  for  nations  in  their  international  relations  to 
do  wrong  and  easier  to  do  right;  to  help  all  and 
not  to  hinder  any  nation  or  upright  people. 

Great  intelligence  must  be  used  in  setting  up  this 
new  machinery  of  democracy,  that  it  does  not  injure 
more  than  benefit  some  of  the  less  democratic  coun- 
tries. In  time  all  countries  must  change  their  old 
worn-out  machinery  to  meet  the  new  conditions,  au- 
tocracy give  place  to  democracy;  but  the  change 
will  be  more  lasting  and  cause  less  suffering  if  it 
takes  place  as  a  growth  from  within  rather  than  to 
be  forced  on  from  without.  To  illustrate,  through 
experience  and  necessity  the  soul  of  Great  Britain 
is  on  the  sea,  as  that  of  Russia  is  on  the  land.  Each 
has  developed  strength  in  the  direction  of  its  greatest 
need.  To  deny  them  the  use  of  these  powers  of  self- 
protection  without  substituting  others  as  safe  and 
desirable  for  the  protection  of  their  needs  and  in- 
terests, would  be  wrong  and  subversive  of  the  chief 
purposes  of  the  league  of  nations.  But  with  the 
league  of  nations  established  and  in  working  order, 
to  delegate  to  one  nation  or  group  of  nations  special 
responsibilities  and  police  powers  not  shared  by 
all  members  of  the  league  in  common  would  be  un- 
democratic, unjust,  and  alike  subversive  of  the  funda- 
mental principles  of  the  league.  There  can  be  no 
favored  classes  within  the  league  if  it  is  to  succeed. 
Every  nation  ready  honestly  to  assume  its  share  of 
responsibility'  and  sen-ice  is  worthy  of  membership 


The  Proposed  League  of  Nations         227 

in  the  league  and  entitled  to  the  best  international 
protection  the  league  can  offer.  The  league  can  not 
be  judged  correctly  by  the  mistakes  and  experiences 
of  the  past.  It  is  to  be  a  new  and  better  organiza- 
tion of  men,  a  truly  democratic  organization  for  the 
good  of  all,  formed  by  the  best  and  most  enlightened 
representatives  of  all  nations. 

Civilization  and  the  world  order  have  been  built 
up  largely  through  the  methods  of  autocracy,  selfish- 
ness, and  nationalism.  Through  tribulation  and  suf- 
fering the  world  has  come  to  believe  in  the  merits 
of  a  more  elevating  philosophy — democracy,  altru- 
ism., internationalism.  But  the  change  necessary  to 
be  made  in  the  world  order  is  too  complete  and 
drastic  to  be  made  quickly.  Most  nations  will  be 
compelled  for  a  time  at  least  to  use  the  old  ma- 
chinery until  they  can  create  and  familiarize  them- 
selves with  the  new,  but  if  they  are  faithful  and  sin- 
cere in  their  efforts  their  children  and  coming  gener- 
ations will  sing  their  praise. 

The  league  of  nations  must  be  formed  to  take  care 
of  the  international  interests  of  the  people  and 
nations  as  they  are,  and  not  as  they  ought  to  be. 
Gradually  all  will  see  the  advantage  of  granting 
complete  self-determination  to  all  segregated  people, 
and  of  placing  in  control  and  direction  of  the  cooper- 
ative league  strategical  fortresses,  armies  and  navies 
not  needed  for  domestic  use  and  protection.  Any 
nation    should    be   permitted    to    go    alone   if    it    so 


228  Education,  Democracy,  the  League  of  Nations 

desires,  but  it  would  be  futile  and  exceedingly  dan- 
gerous for  any  nation  either  within  or  without  the 
league  to  wage  war  on  another  against  the  wishes 
of  the  international  league.  Every  nation  should  be 
free  to  join  or  withdraw  from  the  league,  provided 
only  that  it  keeps  its  foreign  and  domestic  relations 
free  from  guile  and  meets  its  just  obligations  while 
in  the  league. 

The  peoples  of  the  world  have  become  so  closely 
knit  together  through  agriculture,  industry,  science, 
literature,  art,  religion,  social,  political  and  com- 
mercial intercourse  that  it  is  difficult  to  injure  one 
people  or  nation  without  indirectly  disturbing  all, 
nor  to  benefit  a  nation  without  indirectly  benefiting 
all.  Having  spent  some  time  as  a  student  in  the 
heart  of  France  and  a  longer  time  in  the  Universi- 
ties of  Germany,  I  have  never  forgotten  the  friend- 
ships formed  and  never  will.  It  is  not  necessary 
to  lose  interest  in  one's  own  people  and  institutions 
to  take  on  new  friends  and  new  interests,  but  he 
will  find  it  harder  to  wish  ill  of  those  whom  he  knows 
and  understands.  The  associations  and  inter-com- 
munications brought  about  through  a  democratic 
league  of  nations  will  be  wholesome  and  stimulating 
to  civilization. 

It  is  easy  to  misjudge,  but  my  experience  leads 
me  to  feel  that  in  spirit  France  is  more  imperialistic 
than  Germany,  though  in  practice,  at  least  for  the 
past  fifty  3'ears,  the  reverse  has  been  true.     Should 


The  Proposed  League  of  Xations  229 

the  common  people — social  democrats — that  now 
seem  to  be  in  control  in  Germany  continue  to  rule, 
and  the  other  nations  give  them  a  fair  chance,  they 
will  in  time  redeem  the  cruel  blot  of  the  junkers 
and  become  one  of  the  most  democratic  and  tinisted 
members  of  the  league  of  nations.  America  has  not 
forgotten  the  open  friendship  of  France  in  its 
struggle  for  independence  and  never  will.  As  now 
constituted  all  nations  are  made  up  of  bad  and  good 
people,  but  the  good  are  so  overwhelmingly  in  the 
majority  that  the}'  ought  to  be  able  to  take  care 
of  the  rest. 

It  is  true  that  the  league  of  nations  will  benefit 
some  countries  more  than  others ;  in  fact  many  coun- 
tries can  no  longer  prosper  and  maintain  an  inde- 
pendent existence  without  it.  No  country  can  be 
really  harmed  by  it  providing  it  becomes  a  truly 
democratic  league  of  nations.  No  autocratic  people 
or  nations  would  be  willing  to  enter  the  league,  and 
if  in  they  would  find  the  league  an  uncomfortable 
place  unless  they  changed  their  methods.  In  my 
opinion  of  all  nations  the  United  States  of  America 
would  be  required  to  sacrifice  most  and  receive  least 
from  entrance  into  such  a  league,  and  probably 
Great  Britain  would  come  next.  But  the  genuine 
democracy  and  peace  proclivities  of  the  people  of 
these  countries  make  them  willing  to  pay  the  price 
and  to  join  with  other  like-minded  peoples  in  a 
co-operative  effort  to  make  the  world  safe  for  dcmoc- 


230  Education,  Democracy,  the  League  of  Nations 

racy  and  peace  and  good  will  among  the  nations 
permanent.  Since  the  birth  of  the  nation  the  people 
of  the  United  States  have  been  known  throughout 
the  world  for  their  democracy,  hatred  of  war  and 
international  strife,  genuine  love  of  liberty,  religious 
freedom,  justice,  fair  play,  and  international  comity. 
Isolated  from  great  autocratic  nations,  so  situated 
by  nature  as  to  be  able  to  stand  alone  in  self-defense, 
if  any  single  nation  can,  they  have  been  able  to  work 
out  their  democratic  ideals  without  fear  or  favor.' 
The  nation's  cosmopolitan  people  made  up  of  the 
most  democratic  people  of  nearly  every  nation  on 
earth — our  people  whatever  their  former  nationality 
and  allegiance — can  not  be  induced  whatever  the 
provocation  to  start  an  offensive  war,  but  the  world 
has  vividly  before  it  now  an  object  lesson  showing 
what  this  peaceful,  law-abiding,  liberty-loving  people 
may  be  induced  to  do  when  the  principles  and 
ideals  which  they  hold  dear  seem  in  danger  of  de- 
struction. 

It  is  never  safe  to  judge  from  a  party  election 
the  heart  of  a  people ;  too  many  and  variant  princi- 
ples are  usually  involved;  neither  is  it  wise  to  judge 
from  a  few  ranting  politicians  hunting  for  an  issue 
what  the  people  are  ready  for  and  desire.  President 
Wilson  in  his  love  for  humanity  and  permanent 
peace  is  not  different  in  his  desires  than  the  millions 
of  men  and  women  left  behind  who  can  and  will 
follow  him  with  their  praj^ers.    Familiar  and  sympa- 


The  Proposed  League  of  Nations         231 

thetic  with  his  countr^^'s  traditions,  believing  in  the 
spirit  and  efficacy  of  the  Monroe  doctrine  as  a 
partial  solution  of  international  comity,  he  would 
extend  that  doctrine  to  include  the  whole  world  and 
establish  a  cooperative  league  of  nations  to  have 
charge  of  its  right  and  just  enforcement.  In  this 
he  is  supported  by  an  overwhelming  majority  of 
his  people,  probably  by  every  democratic  member  of 
the  peace  congress,  and  by  the  democracies  and 
toiling  masses  of  every  nation ;  all  of  whom  believe 
that  it  is  possible  at  this  stage  of  civilization  to  do 
away  with  war  between  nations  and  establish  per- 
manent peace. 

When  it  comes  to  concretely  outlining  the  plan  for 
a  democratic  league  of  nations  which  will  stand  the 
test  of  time,  it  is  more  difficult  and  men  will  differ. 
But  it  matters  less  concerning  the  details  than  the 
spirit.  If  the  delegates  are  sincere  in  giving  to 
humanity  what  it  desires,  is  ready  for,  and  deserves, 
they  can  be  trusted  as  to  intelligence.  Some  five 
years  ago  I  had  occasion  to  propose  a  plan  of  a 
democratic  league  of  nations  which  I  hoped  might, 
in  connection  with  the  Bryan  peace  treaties,  prevent 
the  world  conflict  which  then  seemed  inevitable.  But 
the  world  was  not  then  ready  to  be  convinced  of 
the  absolute  folly  of  war  and  the  suffering  of  the 
weak  and  innocent  that  it  invariably  entails.  During 
the  long  war  I  have  been  less  able  to  think  straight 
than  before,  hence  I  can  not  do  better  than  insert 


232  Education,  Democracy,  the  League  of  Nations 

here  the  former  plan.  It  is  proposed  as  a  provisional 
plan  for  a  democratic  league  of  nations,  to  be  modi- 
fied from  time  to  time  as  greater  wisdom  and  ex- 
perience show  the  need.  As  I  see  it,  at  least  for  the 
present,  the  league  should  be  concerned  only  with 
problems  affecting  international  comity,  right  rela- 
tions of  nations  in  their  intercommunication  and 
practices.  It  should  have  the  final  say  on  all  wars 
between  nations,  and  no  immediate  concern  with  the 
domestic  relations  of  any  country  unless  its  prac- 
tices become  a  nuisance  to  civilized  society  and  in- 
jurious to  the  people  of  other  nations.  Its  chief 
purpose  should  be  to  stimulate  and  encourage  all 
peoples  to  live  true,  just,  and  right  in  their  interna- 
tional relations,  to  deter  them  from  evil,  to  protect 
the  good  and  limit  the  destructive  influence  of  the 
bad.  The  upkeep  of  the  league  should  be  pro  rated 
to  all  nations  according  to  population,  wealth,  abil- 
it}',  and  benefit. 

THE    PLAN    FOE    THE    PROPOSED    DEMOCRATIC    LEAGUE 
OF    XATIOXS 

For  the  present  at  least,  to  continue  until  the 
league  is  thoroughly  established  and  in  perfect  work- 
ing order,  there  should  be  created — probably  from 
sympathetic  members  of  the  present  peace  congress 
— a  superior  executive,  managing  cabinet  to  co-ordi- 


The  Proposed  League  of  Nations  233 

nate  the  work  of  the  different  branches  and  the  va- 
rious functions  of  the  league  and  to  assist  in  their 
execution.  It  might  be  found  later  that  the  su- 
perior cabinet  for  the  coordination  of  functions, 
overseeing  and  directing  the  various  interests  of  the 
league,  had  developed  permanent  value. 

But  the  chief  duties  and  principal  interests  of  the 
league  fall  naturally  under  three  distinct  heads  or 
branches :  an  international  legislative  branch ;  an 
international  judiciary;  and  an  international  execu- 
tive and  police  force. 

The  legislative  branch,  as  the  name  implies,  should 
have  for  its  function  the  codification  of  interna- 
tional law,  the  needed  modifications  of  old  laws,  and 
the  enacting  of  new  laws  as  changed  conditions  of 
international  relations,  life,  and  society  make  neces- 
sary. The  need  for  such  a  branch  is  increasing 
daily. 

The  function  of  the  judicial  branch  should  be  to 
interpret  international  law,  render  judicial  decisions, 
and  administer  international  law  as  relating  to  civil 
and  criminal  justice.  Such  a  tribunal  or  interna- 
tional court  of  justice  is  sadl}'  needed  and  would  go 
far  toward  making  war  unnecessary. 

The  executive  branch,  in  addition  to  the  superior 
co-ordinating,  managing,  and  directing  cabinet  al- 
readv  mentioned,  should  have  for  its  chief  function 
the    co-operative    policing   of    international    affairs 


234!  Education,  Democracy,  the  League  of  Nations 

(control  of  all  armies  and  navies  in  so  far  as  such 
organizations  are  necessary  to  the  welfare  of  hu- 
manity), and  the  direct  execution  of  international 
law  as  promulgated  by  the  legislature  (international 
congress)  and  interpreted  by  the  judiciary  (inter- 
national tribunal  or  court)  and  the  further  orders 
of  the  superior  cabinet,  to  the  direction  of  which  it 
should  be  subject. 

To  quote  briefly  from  the  article  of  former  years 
already  mentioned : 

"The  powers  of  the  present  international  peace 
tribunal  (now  better  represented  in  the  present  peace 
congress)  should  be  enlarged  to  give  place  to  at 
least  three  departments :  an  executive  department ; 
a  judicial  department;  and  a  legislative  department, 
the  latter  to  be  composed  of  not  more  than  four 
delegates  from  any  one  nation  belonging  to  the  con- 
federacy, their  purpose  being  to  legislate  on  con- 
ditions touching  international  affairs.  The  judicial 
department  might  be  composed  of  a  single  delegate 
or  judge  from  each  nation,  to  have  for  its  function 
the  judication  of  international  controversies.  Na- 
tions in  dispute  might  appeal  at  once  to  this  highest 
court  of  justice,  or  try  first  to  settle  their  disputes 
by  diplomacy  and  arbitration.  The  decisions  of  the 
international  peace  court  (league  of  nations)  should 
be  executed  by  a  special  body  of  men  selected  and 
delegated  for  that  purpose;  an  international  police 
force  supported  by  the  nations  constituting  it ;  con- 


The  Proposed  League  of  Nations  235 

sisting  probably  of  a  single  minister,  with  neces- 
sary assistants  and  equipments  from  each  nation  rep- 
resenting the  confederacy  (league  of  nations).' 

"The  international  confederacy  or  faniih-  of  na- 
tions should  be  open  on  equal  terms  to  every  inde- 
pendent nation  that  wishes  to  join,  \A\c  chief  test 
being  the  nation's  willingness  to  support  and  abide 
b}'^  the  rules  and  decisions  of  the  international  tri- 
bunal (league  of  nations).  There  should  be  granted 
to  every  nation  the  freedom  to  withdraw  from  the 
union,  on  due  notice,  when  it  so  desires.  This  demo- 
cratic principle  of  free  initiative  on  the  part  of  na- 
tions belonging  to  the  union  is  essential  and  will 
strengthen  the  faith  and  confidence  of  all  in  the  sin- 
cerity of  the  league.  The  confederacy^  should  be  con- 
cerned only  with  international  affairs,  and  should 
not  interfere  with  the  internal  aifairs  of  individual 
states  and  nations.  By  example  and  encouragement 
of  the  right,  it  would  tend  to  do  away  with  auto- 
cratic rule  and  give  a  larger  share  of  local  autonomy 
to  the  states  within  the  nations,  but  that  is  not  its 
object." 

"The  chief  purposes  of  such  a  league  of  nations 
are :  to  do  away  with  war  by  making  it  unnecessary 
and  unprofitable ;  to  relieve  the  nations  of  the  neces- 
sity of  maintaining  large  armies  and  navies — prime 
instigators  of  wars  and  an  unnecessary  burden  on 
the  people ;  to  prevent  the  changing  of  international 
boundaries,  except  for  the  best  of  reasons,  and  the 
subjugation  of  peoples  by  force;  to  promote  Iiunian 


236  Education,  Democracy,  the  League  of  Natiojis 

happiness  and  human  welfare ;  to  give  to  all  mankind 
greater  freedom  and  increased  opportunity  of  self- 
government;  to  encourage  international  trade  and 
interstate  comity;  to  build  up  and  keep  open,  alike 
to  all,  the  great  arteries  and  highways  of  commerce ; 
to  substitute  reason  for  force  and  to  make  possible  a 
higher  expression  of  the  brotherhood  of  man." 

Had  some  such  plan  of  a  league  of  nations  been 
established  five  3'ears  ago  and  the  world  war  pre- 
vented, it  would  have  saved  not  less  than  twenty- 
four  million  lives — eight  million  of  whom  were  killed 
in  battle,  and  if  the  weakened  condition  of  human- 
ity, because  of  the  war  may  account  for  the  ter- 
rible inroads  of  the  Spanish  influenza,  at  least 
twelve  million  more  lives  must  be  added, — and  over 
two  hundred  billion  dollars  of  property  earned 
through  years  of  toil.  Now  that  we  can  begin  to 
think  straight  once  more,  what  has  been  gained  of 
any  value  to  humanity  that  could  not  have  been 
gained  a  thousand  times  better  through  peaceful 
methods.''  Two  wrongs  do  not  make  a  right,  but  it 
is  difficult  for  human  nature  to  bear  patiently  the 
demagogism  of  the  war-crazed  politicians,  or  to  treat 
justly  the  nations  that  blocked  the  Bryan  peace 
treaties  which  would  have  prevented  the  war  with 
its  untold  misery.  Who  would  not  be  willing  to  sac- 
rifice all  to  make  it  possible  for  coming  generations 


The  Proposed  League  of  Nations         237 

to  live  in  peace  and  harmony  without  finding  it 
necessary  to  repeat  the  maudlin  and  inhuman  car- 
nage through  which  the  world  has  just  passed?  The 
difference  in  education  and  social  control  of  the 
methods  of  autocrac}^  from  which  the  world  is 
emerging  to  those  of  democracy  upon  which  the 
world  seems  to  be  entering  is  the  difference  between 
hell  and  heaven.  Humanity  is  now  so  situated  and 
enlightened  that  it  can  have  its  choice ;  nine-tenths 
of  the  people  desire  the  latter.     Which  shall  it  be? 

To  recapitulate:  I  have  tried  to  show  that  the 
only  road  to  permanent  peace  and  international 
justice  passes  through  an  international  tribunal  or 
league  of  nations  built  upon  the  truly  democratic  and 
humane  principles  that  have  played  such  an  im- 
portant role  in  the  world  war. 

That  a  democratic  league  of  nations  is  a  biologi- 
cal necessity  to  man's  further  evolution. 

That  through  the  terribleness  of  the  world  war 
and  the  final  happy  outcome  the  necessity  of  such 
a  league  for  the  future  protection  of  humanity  is 
made  apparent. 

That  the  world  is  now  ready  and  the  time  oppor- 
tune for  the  formation  of  such  a  league. 

That  individual  nations,  or  concert  of  nations 
acting  as  a  balance  of  power,  have  been  found  im- 
potent to  prevent  war  and  to  maintain  peace  and 
justice. 


238  Education,  Democracy,  the  League  of  Nations 

That  the  methods  of  autocracy  are  false,  untrust- 
worthy, brutal,  and  destructive  of  human  develop- 
ment. 

That  enlightened  democracy  has  become  conscious 
of  its  power,  is  right,  just,  capable  of  preventing 
wars,  perpetuating  peace,  and  stimulating  humanity 
to  its  highest  endeavor. 

That  a  democratic  league  of  nations  if  formed 
would  be  found  wholly  practicable,  is  desirable  and 
capable  of  meeting  in  an  admirable  way  the  de- 
mands and  needs  of  human  progress. 

That  less  depends  upon  the  special  form  of  the 
league  than  upon  its  spirit,  plasticity  and  adaptabil- 
it}-  to  future  improvement. 

That  the  beginnings  of  such  an  international 
league  have  already  been  established  in  the  demo- 
cratic union  of  Great  Britain,  France,  Italy,  the 
United  States  and  others  in  prosecuting  the  inter- 
ests of  the  world  war,  and  needs  only  to  be  further 
advanced  by  the  present  peace  congress. 

That  for  the  present,  at  least,  the  democratic 
league  of  nations  might  well  consist  of  four  divi- 
sions or  separate  departments  as  follows :  a  superior 
adjusting,  coordinating,  directing  cabinet  or  execu- 
tive council  (probably  to  be  created  out  of  the 
present  peace  congress) ;  a  legislative  department 
or  international  congress;  a  judicial  department  or 
international  court  of  justice;  and  an  executive  de- 
partment or  international  police  force. 


The  Proposed  League  of  Nations  239 

It  is  believed  by  a  large  majority  of  the  people 
of  all  countries  that  such  a  league  would  make  war 
impossible,  international  peace  secure  and  perma- 
nent, lend  itself  to  human  progress,  tend  to  elevate 
humanity;  that  it  is  right,  just,  humane,  desirable, 
and  should  be  established. 


CHAPTER  XXIII 

THE   CAPITAL   OF    THE   LEAGUE   OF   XATIOXS  ^ 

Now  that  some  form  of  a  league  of  nations  is 
assured,  one  is  justified  in  raising  the  question  as  to 
the  future  abiding  place  of  the  league.  It  is  still 
too  early  to  know  whether  it  shall  be  a  truly  demo- 
cratic league  of  nations,  and  upon  that  depends 
somewhat  the  most  fitting  abiding  place.  It  is  a 
democratic  league  of  nations  that  the  plain  people 
of  every  country  are  now  demanding,  and  they  are 
desperately  in  earnest.  If  the  peace  congress  fails 
to  fulfil  this  legitimate  demand  of  democratic  hu- 
manity great  political  upheavals  are  sure  to  follow. 
The  world  war  has  convinced  the  common  people 
of  every  nation  that  the  methods  of  autocracy  are 
false,  deceptive,  and  absolutely  impotent  in  the 
presence  of  united  democracy.  They  know  that 
autocracy  with  its  unjust  and  cruel  methods  of 
favoring  the  few  at  the  expense  of  the  many,  the 
strong  at  the  expense  of  the  weak,  has  been  com- 
pletely overthrown  as  a  dictatorial  power  and  the 

January  27,  1919.      Published    first    some   time   before   the 
location  of  the  Capital. 

240 


The  Capital  of  the  League  of  Nations     241 

world  made  ready  for  the  new  order  of  democracy- 
They,  at  least  for  the  most  part,  have  confidence  in 
the  abilit}',  integrity,  and  democracy'  of  their  peace 
delegates  whom  they  trust  as  agents  or  servants 
and  not  as  masters.  They  are  keeping  the  home 
fires  buiTiing,  but  they  have  suffered  long  and 
cruelly,  and  are  not  in  a  proper  mood  to  be  seriously 
disappointed. 

Fully  eighty  per  cent  of  normal,  healthy,  well- 
developed  people  of  every  community  are  thoroughly 
united  in  opposition  to  war,  in  love  of  peace,  liberty, 
justice,  and  in  the  belief  that  the  time  is  ripe  for  a 
complete  movement  forward  to  a  closer  union  of 
nations  in  sharing  responsibilities  and  rewards.  An- 
other ten  per  cent  of  the  people,  shorter  in  intelli- 
gence and  faulty  in  vision,  known  through  their 
continual  barking  and  vacillating  character,  can  be 
trusted  to  be  always  found  in  the  front  scats  of 
the  band  wagon  when  they  know  the  direction  of  the 
band.  But  the  remaining  ten  per  cent  of  the  people 
is  a  different  proposition,  less  intelligent  on  the 
whole  than  the  first  but  more  intelligent  than  the 
second  group.  The}'  are  subtle  enemies  all  of  democ- 
racy and  of  everything  that  strengthens  belief  in 
the  common  brotherhood  of  man.  As  my  data  shows 
they  are  divided  into  two  classes  in  the  proportion 
of  about  three  to  seven,  with  but  little  in  common 
except  their  enoraious  egotism  and  inordinate  desire 
to  take  advantage  of  and  enslave  others.     The  three 


242  Education,  Democracy,  the  League  of  Nations 

per  cent  have  been  born  and  bred  as  autocrats 
trained  to  perfection  in  the  methods  of  competition 
and  deception ;  the  others  are  radicals  of  a  different 
sort.  Ignorant  of  human  nature,  they  would  take 
over  or  annihilate  the  weapons  of  autocracy  (which 
means  virtually  all  the  tangible  accumulations  of 
civilization,  the  good  with  the  bad)  and  make  the 
earth  a  possible  abiding  place  for  only  members 
of  their  class. 

Most  people  indicate  great  surprise  when  the}' 
first  realize  how  small  the  third  group  of  societ}',  as 
given  above,  really  is ;  a  single  bell-sheep  is  sufficient 
to  lead  a  great  flock  where  the  picking  is  good  and 
the  coast  is  clear.  How  much  noise  and  human 
disturbance  this  undemocratic  division  of  society-  has 
made  and  is  still  making.  But  it  has  reached  its  end 
of  directing  influence,  and  the  moaning  and  loud 
breathing  are  simply  the  closing  efforts  of  the  death 
struggle.  A  new  era  is  here,  the  Prince  of  Peace 
has  come,  democracy  is  in  the  saddle  and  has  a  firm 
hold  on  the  reins ;  soon  we  can  look  one  another 
straight  in  the  ej'es  and  speak  from  the  heart  with- 
out fear  of  intrigue  or  being  misunderstood. 

Just  now  autocracy  is  doing  its  best  to  prevent  the 
formation  of  a  democratic  league  of  nations,  the 
only  hope  of  successful  democracy  and  of  permanent 
peace,  but  it  will  not  succeed.  Its  sudden  conver- 
sion to  the  danger  of  democratic  alliances  and  the 
importance  of  a  hegemony  of  strong  nations  to  look 


The  Capital  of  the  League  of  Xations     243 

after  the  interests  of  the  weak  will  fool  but  few  of 
the  plain  people.  They  forget  in  their  reasoning 
the  voice  of  history :  that  it  was  Froebel,  a  German, 
who  said,  "Come  let  us  live  with  our  children" ;  that 
it  was  Jesus,  a  Jew,  who  took  little  children  into 
his  arms  and  blessed  them  and  said,  "Of  such  is  the 
kingdom  of  God" ;  that  it  was  Socrates,  a  Greek,  who 
gave  to  the  world  a  new  method  of  teaching'and  said, 
"Know  thyself,"  "Think  whole  thoughts,"  for  then 
only  can  one  see  truth  and  practice  virtue;  that  it 
was  Confucius,  a  Chinese,  who  said,  "Now,  filial  piety 
is  the  root  of  all  virtue,  and  the  stem  out  of  which 
grows  all  moral  teaching,"  building  on  this  the  foun- 
dations of  a  great  and  lasting  people;  that  it  was 
Prince  Phtah-hotep,  an  Egyptian  of  some  five  thou- 
sand years  ago,  who  said,  "The  obedient  son  shall 
grow  old  and  obtain  favor,"  and  again,  "Thou  wast 
put  to  school  and  whilst  thou  wast  being  taught 
letters  thy  mother  came  punctually  to  thy  master, 
bringing  thee  the  bread  and  drink  of  her  house. 
Thou  art  now  come  to  man's  estate ;  thou  art  married 
and  hast  a  house;  but  never  do  thou  forget  the 
painful  labor  which  thy  mother  endured,  nor  all 
the  salutary  care  she  has  taken  of  thee.  Take  heed 
lest  she  have  cause  to  complain  of  thee,  for  fear  that 
she  should  raise  her  hands  to  God,  and  He  should 
listen  to  her  prayer."  So  one  miglit  continue  indefi- 
nitely with  these  beautiful  thoughts  and  deeds  taken 
at  random  from  the  world's  history  of  great  teachers. 


244  Education,  Democracy,  the  League  of  Nations 

Every  nation  has  produced  its  quota,  some  more  and 
richer  than  others,  but  all  an  inspiring  amount  when 
free  to  work  out  their  truest  selves.  My  native 
tongue  is  English  as  spoken  in  America  but  as  I 
go  over  the  beautiful  gems  of  literature  to  be  found 
in  all  languages  I  regret  that  I  can  not  speak  and 
write  in  them  all.  Despise  not  your  mother  tongue 
whatever"  it  may  be  but  make  it  the  richest  and 
sweetest  language  of  all. 

But  what  has  all  this  to  do  with  the  capital  of  the 
league  of  nations?  It  at  least  indicates  the  com- 
plexity of  the  problem  which  the  peace  delegates  are 
called  upon  to  solve.  They  have  intelligence  and 
some  expert  knowledge ;  as  yet  the}^  hold  the  con- 
fidence of  the  democratic  eight}^  per  cent  left  at 
home,  but  they  need  every  assistance  that  truth  and 
honesty  of  purpose  can  furnish.  It  is  the  first  time 
in  the  ages  that  democracy  has  had  complete  con- 
trol of  the  reins  of  government  in  a  free  field,  backed 
and  supported  by  three-fourths  of  all  th.e  people 
of  the  earth.  Under  such  favorable  circumstances 
it  would  seem  almost  impossible  to  make  a  mistake  or 
fail;  but  lest  we  forget,  many  of  the  peace  dele- 
gates have  been  trained  in  the  schools  of  autocracy 
(probably  still  believe  in  autocracy)  and  are  adept 
in  pitting  and  trading  one  special  interest  against 
another,  and  themselves  appropriating  the  rake-off. 
In  this  they  will  be  abetted  by  the  autocrats  at  home 
who  see  their  methods  of  deception  and  secret  alii- 


The  Capital  of  the  League  of  Nations     245 

ances  falling  into  innoxious  desuetude  and  desire  to 
find  some  means  of  recovery. 

If  the  members  of  the  peace  congress  are  made  to 
see  clearly  the  problem,  the  solution  will  not  be  so 
difficult  as  it  at  first  seemed.  It  is  simply  the  world 
missionary  spirit  being  organized  into  a  democratic 
league  of  nations  (all  nations)  and  made  more  ef- 
fective in  its  helpfulness  and  service;  "but  he  that 
is  greatest  among  you,  let  him  become  the  servant 
of  all."  It  is  the  democratic  people  of  the  world 
organizing  and  erecting  themselves  into  an  interna- 
tional tribunal  for  protecting  their  interests,  keep- 
ing the  peace,  promulgating  the  good,  preventing 
the  evil  and  destructive  forces  of  human  progress ;  a 
tribunal  in  which  all  are  to  share  equally  according 
to  intelligence  and  worth.  Does  it  seem  too  good  to 
be  true.''  When  we  catch  the  spirit  that  is  now  unit- 
ing the  interests  of  humanity  and  creating  the  plans 
for  a  new  earth,  we  will  enter  upon  the  selection  of 
a  home  for  the  league  of  nations  in  a  more  altruistic 
spirit. 

When  the  time  comes  many  cities  will  doubtless 
be  able  to  present  excellent  reasons  why  their  people 
should  be  permitted  to  equip  and  house  the  new 
democratic  league  of  nations.  These  claims  will 
doubtless  be  weighed  with  care.  As  is  well  known 
every  good  individual  enhances  the  value  of  all 
property  in  his  neighborhood,  as  likewise  the  bad  in- 
dividual reduces   all  property  values  in  his  neigh- 


246  Education,  Democracy,  the  League  of  Nations 

borhood.  As  with  individuals  so  with  nations,  and 
since  the  league  of  nations  will  always  be  represented 
by  the  best  people  of  every  nation  its  housing  will  be 
a  great  asset  to  any  city.  As  it  seems  to  me  the 
five  cities  that  possess  the  strongest  claims  in  order 
of  merit  are  Constantinople,  London,  Paris,  New 
York,  The  Hague;  some  might  have  substituted 
Rome,  Geneva,  or  Brussels.  The  excellent  claims  of 
Geneva  are  apt  to  receive  special  weight  on  account 
of  the  democracy  and  well  known  peace  record  of 
that  city,  and  the  well  conducted  neutrality  of 
Switzerland  during  the  war.  To  enter  with  any  de- 
gree of  fullness  upon  the  merits  of  these  different 
cities  would  lead  me  beyond  the  purposes  of  this 
article. 

The  city  which  is  to  become  the  capital  of  the 
international  league  should  be  convenient  of  access 
from  all  directions,  and  large  enough  to  accommo- 
date the  whole  international  tribunal  without  crowd- 
ing, and  the  many  international  tourists  that  are  apt 
from  time  to  time  to  seek  inspiration  and  education 
in  the  presence  and  the  councils  of  the  league.  The 
people  of  the  city  should  be  in  hearty  sympathy  with 
the  purposes  of  the  league  and  speak  the  language 
of  the  league  or  be  quick  to  acquire  it.  (Since  Eng- 
lish has  become  the  leading  language  of  democracy 
it  is  apt  to  become  the  language  of  the  league  of 
nations  unless  some  one  should  determine  to  force 
upon  the  league  only  English.)     The  city  should  be 


The  Capital  of  the  League  of  Xations     247 

beautiful  or  easy  to  be  made  beautiful.  It  should 
contain  excellent  schools,  churches,  and  social  insti- 
tutions, or  have-  the  ready  making  of  these.  Since 
it  is  to  house  a  cosmopolitan  people  it  is  all  the 
better  should  its  citizens  already  be  made  up  -of  a 
cosmopolitan  people  representing  man}"  races  and 
climes.  It  should  be  a  healthy  city  and  easy  to 
be  made  and  kept  clean.  It  should  lend  itself  to 
rapid  improvement  in  education  and  ideals.  Its 
people  should  be  sufficiently  plastic,  at  least  within 
a  few  generations,  to  respond  to  the  highest  teach- 
ings of  the  democratic  league  of  nations  in  their 
midst.  This  is  to  be  the  inspirational  city  of  the 
world,  our  city  no  matter  what  nation  is  favored 
with  its  presence.  It  should  be  situated  near  the 
heart  of  humanity,  where  its  services  are  most  needed 
and  disturbances  most  likely  to  arise.  Other  things 
being  equal,  it  would  strengthen  the  work  of  the 
league  to  be  sovereign  in  the  otherwise  free  city  of 
the  capital  of  the  world.  You  may  wish  to  add 
other  requirements  but  these  seem  to  me  to  represent 
the  more  important  essentials. 

The  Hague  is  already  known  throughout  the 
entire  world  for  The  Hague  Tribunal  or  interna- 
tional court  of  arbitration  and  its  intcniational 
peace  conferences.  It  is  the  home  of  the  peace  pal- 
ace donated  to  the  interests  of  humanity  by  that 
prince  of  peace,  Andrew  Carnegie,  who  has  discov- 
ered not  onlv  how  to  make  monev  but  how  to  use  it 


248  Education,  Democracy,  the  League  of  Nations 

to  better  the  conditions  of  mankind.  The  people  of 
Holland  through  a  wise  school  system  are  probably 
the  best  linguists  in  the  world.  My  experience 
leads  me  to  feel  that  the  ordinary  citizens  of 
The  Hague  speak  Dutch,  German,  Fi-ench,  and 
English  with  about  equal  fluency.  Their  educational 
leaders  must  have  early  seen  the  fallacy  of  attract- 
ing others  to  their  system  by  forcing  upon  them  the 
use  of  the  Dutch  language  only.  Their  literary  in- 
telligence and  commercial  sagacity  enable  them  to 
see  the  advantage  of  gathering  and  using  the  best  of 
all  people. 

New  York  is  the  chief  city  of  the  nation  that  is 
destined  by  God's  grace  to  give  most  and  receive 
least  from  the  league  of  nations.  Next  to  London 
it  possesses  more  of  the  substantial  claims  for  hous- 
ing the  league  of  nations  than  any  other  city.  It  is 
easy  of  access  and  the  metropolis  of  the  most  stable 
and  democratic  people  in  the  world  fashioned  from 
the  mixing  and  mingling  of  the  best  of  all  peoples  and 
races.  It  represents  the  heart  of  the  people  known 
throughout  the  world  for  their  missionary  spirit 
and  democratic  principles ;  a  people  that  detest 
war  and  love  peace,  but  may  be  induced  to  fight 
under  sufficient  provocation.  The  city  that  repre- 
sents a  country  deeply  interested  in  the  success  of 
the  league  of  nations,  would  feel  honored  to  become 
the  capital  of  the  league,  but  would  quickly  surren- 


The  Capital  of  the  League  of  Nations    249 

der  its  claims  to  others  for  the  greater  benefit  of  the 
league. 

Who  has  ever  lived  and  studied  in  Paris  without 
falling  in  love  with  the  city  and  its  versatile,  opti- 
mistic people?  In  the  Latin  quarters  of  the  Sor- 
bonne  are  to  be  found  some  of  the  best  specimens 
of  humanity  in  the  world,  3'es,  and  perhaps  the 
filthiest  and  worst,  but  that  is  equall}^  true  of  any 
large  cit3\  One  can  always  find  in  abundance  what 
he  is  looking  for.  The  traveler  that  is  clean  will 
have  no  difl^culty  in  remaining  clean  in  the  heart  of 
Paris,  and  he  will  find  no  dearth  of  sympathetic 
companionship.  When  it  comes  to  beauty,  culture, 
art,  and  the  finer  things  of  civilization  Paris  has  all 
other  cities  excelled.  It  would  make  an  enjoyable 
permanent  home  for  the  world's  peace  congress. 

London  is  the  chief  city  of  the  universe,  the  cen- 
ter of  democracy,  possesses  more  of  the  virtues  of 
the  capital  of  the  league  of  nations  than  any  other 
city.  Its  language  is  the  language  that  sooner  or 
later  will  become  the  language  of  the  league.  Its 
children  are  scattered  throughout  the  world  and  by 
joining  hands  can  encircle  the  globe.  Its  people 
have  democracy  and  the  missionary  spirit  writ 
large.  Next  to  the  United  States,  Great  Britain 
with  her  strong  navy  and  excellent  fortresses  has 
more  to  lose  and  less  to  gain  in  becoming  a  member 
of  a  democratic  league  of  nations  than  any  other 


250  Education,  Democracy,  the  League  of  Xations 

country,  but  like  the  United  States  she  believes  in 
the  efficacy  of  a  league  of  nations  in  establishing  per- 
manent peace  and  is  willing  to  make  the  sacrifice  and 
self-surrender  for  the  assured  promise  of  better 
government  and  a  healthier,  happier  people.  If  not 
now,  soon  she  will  see  the  necessity  of  turning  over  to 
the  control  and  administration  of  the  international 
league,  along  with  other  nations,  all  armaments, 
strategical  fortresses,  international  railways  and 
waterways  not  necessary  for  domestic  purposes. 
But  the  league  true  to  human  nature  will  never 
abuse  the  generosity  of  any  people  that  comes  from 
the  self-surrender  of  power  and  advantage.  London 
with  its  excellent  arteries  of  communication,  trade, 
and  commerce,  and  its  eyes  piercing  the  ends  of  the 
earth,  would  make  an  excellent  home  for  the  league 
of  nations. 

What  of  Constantinople,  the  city  of  history,  of 
churches,  of  religion,  of  architecture,  of  luxury  and 
poverty,  of  autocracy  and  serfdom?  Since  1453  it 
has  been  the  proud  capital  of  the  Ottoman  empire, 
the  most  cruel,  autocratic,  and  favorably  situated 
government  on  earth.  The  religious  philosophy  of 
its  people  rests  on  death  and  destruction,  the  en- 
slavement of  the  many  by  the  chosen  few.  The 
ancient  Byzantium  city,  founded  in  667  B.  C.  by  emi- 
grants from  Megara,  made  over  and  erected  into  New 
Rome,  the  capital  of  the  Roman  Empire  and  the 
Christian  civilization,  bv   Constantine  I.,  Flaverius 


I 


The  Capital  of  the  League  of  Nations     251 

Valerius  Aurelius,  "The  Great,"  330  A.  D. ;  standing 
at  the  gateway  between  the  Occident  and  the  Orient, 
it  has  gathered  to  its  folds  people  of  all  races  and 
has  become  the  melting  pot  of  the  extremes  of 
philosophy,  government,  science,  art,  religion,  and 
education.  For  centuries  its  government  has  repre- 
sented the  extremes  of  military  autocracy  and  re- 
ligious fanaticism.  Had  military  autocracy  won  in 
the  world  war  the  very  trace  of  democracy,  human 
freedom,  and  religious  liberty  would  have  been  cur- 
tailed more  than  ever  if  not  blotted  from  its  midst, 
but  God  in  his  mercy  willed  it  otherwise,  and  the  new 
democracy  in  His  name  should  assume  the  responsi- 
bility for  its  future  government  without  hesitancy 
or  cavil.  It  is  not  what  Constantinople  is  nor  has 
been  that  makes  it  specially  fitting  to  become  the 
capital  of  the  league  of  nations  and  of  the  world,  but 
its  future  possibilities  under  right  action  and  the  ser- 
vice it  maj^  yet  render  to  the  world  through  the  wise 
management  of  the  democratic  league  of  nations. 
More  than  of  an}-  other  city  it  may  be  said  to  be  the 
heart  of  the  religious  world — God's  earthly  abiding 
place — the  meeting  of  East  and  West.  It  houses  a 
motley  people  representing  nearly  every  race,  most 
of  whom  have  never  had  a  chance.  For  democracy 
to  permit  the  most  autocratic  government  in  the 
world  to  continue  to  control  and  rule  such  a  pivotal 
and  important  city  for  the  use  and  success  of  the 
league  of  nations  is  unthinkable.     But  since  a  small 


252  Education,  Democracy,  the  League  of  Nations 

majority  of  the  people  are  Turks  it  would  not  be 
democratic  nor  fair  to  turn  over  the  trusteeship  to 
other  than  the  league. 

The  exigency  of  war  has  made  the  Dardanelles 
free,  the  interests  of  humanity,  and  the  vital  needs 
of  united  democracy  and  the  league  of  nations  de- 
mand that  it  shall  continue  free  to  the  legitimate 
commerce  of  the  world,  including  Constantinople  and 
contiguous  territory.  After  regrettable  suffering 
of  our  democratic  heroes,  God  has  placed  in  the 
hands  of  the  united  democracies  of  the  world  this 
pivotal  city  and  strait,  under  conditions  so  favorable 
to  the  successful  management  by  the  league  of  na- 
tions for  the  permanent  good  of  all  that  it  seems 
impossible  to  fail.  Like  the  lost  colonies  it  should 
be  granted  self-determination  under  right  action  or 
at  once  internationalized,  not  for  exploitation  but 
for  human  stimulation  and  a  fair  chance  among 
sympathetic  men.  But  in  the  case  of  Constantinople 
God  himself  has  already  interlnationalized  it  by 
giving  to  no  nation  a  superior  claim,  and  has  offered 
it  free  for  a  practical  experiment  in  the  govern- 
ment that  ought  to  be,  to  the  newly  constituted 
league  of  nations.  The  actual  experience  under  the 
above  conditions  is  all  that  is  necessary  to  convince 
the  honest  doubter ;  the  autocratic  carper  will  not 
be  convinced. 

Such  an  experiment  of  sovereignty  of  a  free  city 
by   the   duly   constituted   league    of   nations   would 


The  Capital  of  the  League  of  Xations    253 

furnish  an  example  of  what  to  expect  from  the 
trusteeship  of  the  internationalized  colonies,  and 
would  go  far  toward  removing  the  crazy  hobgoblin 
of  the  danger  to  civilization  of  the  spreading  of 
the  so-named  yellow  peril.  "A  man's  a  man  for  all 
of  that,  and  all  of  that."  "There  is  neither  Jew  nor 
Greek,  there  is  neither  bond  nor  free,  there  is  neither 
male  nor  female;  for  all  are  one  in  Christ  Jesus." 
Do  you  believe  in  the  fatherhood  of  God  and  the 
common  brotherhood  of  man?  Then  live  it,  and 
help  others  to  live  it.  The  league  of  nations  pos- 
sesses no  power,  nor  ^vill,  except  the  power  delegated 
to  it  from  the  toiling  masses  at  home.  If  it  abuses 
that  power  it  will  lose  it,  but  if  it  wisely  uses  that 
power  for  the  good  of  all  it  will  be  granted  more 
power,  and  the  mutual  benefit  will  make  permanent 
the  peace  of  the  world. 

To  me  the  most  difficult  question  that  confronts 
the  peace  congress  or  the  league  of  nations  when 
once  established  is  the  proper  disposition  to  be 
made  of  the  former  German  colonies,  and  other  peo- 
ples and  territories  made  free  through  the  conse- 
quences of  war.  Since  the  former  autocratic  German 
government  with  its  junker  class  has  been  completely 
destroyed  and  is  now  non-existent  as  a  directing 
force,  it  becomes  impossible  to  return  the  colonies 
to  the  guardianship  of  their  fomier  exploiters.  The 
new  social  democracy  of  Germany  which  bids  fair 
in  time  to  become  one  of  the  most  trusted  members  of 


254  Education,  Democracy,  the  League  of  Nations 

the  democratic  league  of  nations,  is  yet  untried  in 
governmental  practices,  and  needs  time  and  en- 
couragement in  the  fundamentals  of  education  and 
government  at  home  before  undertaking  the  greater 
burden  of  supervising  the  education  and  development 
of  a  less  favored  people.  In  time  this  trusteeship 
and  tutelage  of  their  former  colonies  might  well  be 
granted  to  the  nation,  unless  the  process  of  inter- 
nationalization by  the  league  of  nations  has,  in 
the  meantime,  found  a  better  way  to  assist  backward 
people  to  a  higher  and  more  efficient  civilization. 

If  the  former  subject  peoples  and  territories  made 
free  through  the  consequences  of  war  are  now  to  be 
granted  and  permitted  to  retain  their  freedom  and 
self-determination  they  need  the  sj'mpathetic  guid- 
ance, protection,  and  tutelage  of  the  league  of  na- 
tions until  the}'  become  thoroughly  established  and 
ready  and  able  to  stand  alone  and  maintain  their 
independence.  Not  earlier  than  five  years  nor  later 
than  ten  the  league  of  nations  should  be  required 
to  review  in  the  light  of  the  intervening  time  the 
peace  treaty,  the  constitution  of  the  league,  and  the 
seat  or  capital  of  the  league  to  correct  any  injustice 
that  may  have  been  made,  to  propose  such  amend- 
ments to  the  constitution  that  ma}'  have  been  dis- 
covered through  practice  to  be  wise  and  just,  and 
to'  give  other  cities  the  opportunity  to  make  bids 
for  housing  the  league  should  the  first  city  selected 
prove  less  desirable.     This  democratic  principle  of 


The  Capital  of  the  League  of  Nations    255 

free  election  and  majority  rule  under  proper  limi- 
tations will  assure  to  the  league  permanance  and 
the  good  will  of  the  masses. 

The  man  who  ten  years  ago  might  have  prophesied 
that  the  German  military  autocracy',  including  the 
junkers  and  pan-Germanists,  were  doomed  to  de- 
struction, and  that  their  proud  members  in  1919 
would  be  seeking  holes  like  hunted  foxes,  would  have 
been  considered  unbalanced  and  a  fit  subject  for 
the  lunatic  asylum.  He  who  five  3'ears  ago  might 
have  prophesied  that  in  1920  the  United  States  of 
America  would  be  bone  dry,  freed  from  the  curse  of 
all  intoxicants,  saving  to  the  weak  and  deluded  con- 
sumers two  billion  five  hundred  million  dollars  an- 
nually, besides  giving  to  all  better  health  and  greater 
efficiency,  would  have  been  looked  upon  as  a  fanatic 
and  visionary  dreamer.  Who  would  have  thought 
that  China,  that  great,  patient,  and  much  exploited 
nation,  would  have  been  ready  in  1919  to  rise  in  her 
might  to  put  down  that  greatest  curse  of  her  people, 
opium ;  and  3'et  the  unexpected  has  happened ;  the 
world  does  move  and  the  direction  is  forward.  INIaj' 
the  time  not  be  near  at  hand  when  God's  children 
working  in  conjunction  with  the  true  physicians  and 
psychological  clinics  will  arise  in  their  purity  and 
strength  to  rid  the  world  of  the  blighting  contam- 
inating influence  of  venereal  diseases,  and  the  moral 
deadening  and  undermining  heart  and  health  de- 
strovcr  of  children,  nicotine,  the  evil  effects  of  which 


256  Education,  Democracy,  the  League  of  Nations 

follow  closely  upon  that  of  booze,  besides  entailing 
upon  the  consumers  in  the  United  States  alone  a 
financial  loss  of  one  billion  eight  hundred  million 
dollars  annually?  What  an  uplift  to  humanity  if 
all  this  money  was  given  to  the  league  of  nations 
to  be  used  in  the  education  of  the  people  or  to  pre- 
vent mothers  and  children  from  starving.  If  one 
nation  cleans  up  the  others  will  have  to  follow  or 
lose  irredeemably  the  race  and  struggle  through  the 
personal  handicap.  A  democratic  league  of  nations 
made  up  of  the  best  citizens,  suitably  environed,  with 
sufficient  delegated  power,  acting  through  open  di- 
plomacy, giving  voice  and  encouragement  to  the 
normal,  healthy  eighty  per  cent  of  the  world's  civili- 
zation and  discouragement  to  the  abnormal,  un- 
healthy ten  or  twent}'  per  cent  who  have  lost  the  way 
and  would  lead  all  to  destruction,  will  enable  united 
democracy  to  fulfill  every  promise  on  which  the  war 
was  fought  and  won,  to  make  future  wars  impossible, 
to  destroy  militarism  and  the  corrupting  influence 
of  military  preparedness,  to  make  international  jus- 
tice and  permanent  peace  secure,  and  to  stimulate 
humanity  to  live  truly  and  act  wisely.  If  I  am  not 
mistaken  I  am  voicing  the  thought  and  hope  of 
eighty  per  cent  of  the  best  people  of  the  United 
States,  if  not  of  the  world. 


CHAPTER  XXIV 

THE      ORIGIXAL     CONSTITUTION     OF     THE     LEAGUE     OF 
NATIONS^ 

Because  of  its  immense  importance  to  humanity 
^\•e  herewith  submit  the  tentative  draft  of  the  Con- 
stitution of  the  League  of  Nations  as  presented  by 
the  special  commission  to  the  plenary  council  of  the 
World  Peace  Congress,  February  14,  1919.  The 
report  (constitution),  as  here  given,  represents  the 
unanimous  report  (agreement)  of  the  fourteen  na- 
tions concerned  in  its  preparation.  It  also  received 
the  tentative  approval  of  the  plenary  session  of  the 
World  Peace  Congress  and  it  is  without  question 
the  greatest  and  best  covenant  for  weal  and  human 
progress  ever  established  by  men  in  the  history  of 
the  world.  In  presenting  the  report  the  following 
well-known  statesmen  spoke  in  words  of  praise  and 
commendation  of  the  covenant :  President  Woodrow 
Wilson,  the  United  States ;  Lord  Robert  Cecil,  Eng- 
land ;  Vittorio  Orlando,  Italy ;  Leon  Bourgeois, 
France;  E.  Venizelos,  Greece;  Baron  Makino,  Ja- 
pan ;  V.  K.  Wellington  Choo,  China ;  William 
Hughes,  Australia. 
'February  17,  1919. 

257 


258  Education,  Democracy,  the  League  of  Nations 

As  clearly  indicated  the  report  represents  onlj' 
the  original  tentative  draft  of  the  Constitution  of 
the  League  of  Nations  and  is  subject  to  alterations, 
amendments,  and  new  provisions  in  the  interest  of 
humanity.  But  in  its  present  or  slightly  improved 
form  it  is  a  remarkable  and  unsurpassed  document 
of  democratic  statesmanship,  and  will  stand  as  a 
lasting  monument  of  the  inherent  justice  and  good 
sense  of  the  leaders  of  this  generation.  For  this 
reason  alone  the  covenant,  even  in  the  first  draft, 
deserves  the  close  inspection,  study,  and  criticism  of 
good  citizens  everywhere. 


CONSTITUTIOX  OF  THE  LEAGUE  OF  NATIONS 

Preamble — In  order  to  promote  international  co- 
operation and  to  secure  international  peace  and 
security  by  the  acceptance  of  obligations  not  to 
resort  to  war,  by  the  prescription  of  open,  just  and 
honorable  relations  between  nations,  by  the  firm 
establishment  of  the  understandings  of  international 
law  as  the  actual  rule  of  conduct  among  govern- 
ments, and  by  the  maintenance  of  justice  and  a 
scrupulous  respect  for  all  treaty  obligations  in  the 
dealings  of  organized  people  with  one  another,  the 
powers  signatory  to  this  covenant  adopt  this  consti- 
tution of  the  League  of  Nations : 


Original  Constitution  of  League  of  Nations     259 

ARTICLE    I 

The  action  of  the  high  contracting  parties  under 
the  terms  of  this  covenant  shall  be  effected  through 
the  instrumentality  of  a  meeting  of  a  body  of  dele- 
gates representing  the  high  contracting  parties,  of 
meetings  at  more  frequent  intervals  of  an  executive 
council,  and  of  a  permanent  international  secretariat 
to  be  established  at  the  seat  of  the  League. 

ARTICLE   II 

Meetings  of  the  body  of  delegates  shall  be  held  at 
stated  intervals  and  from  time  to  time  as  occasion 
may  require  for  the  purpose  of  dealing  with  matters 
within  the  sphere  of  action  of  the  League.  !Meet- 
ings  of  the  body  of  delegates  shall  be  held  at  the 
seat  of  the  League  or  at  such  other  places  as  may 
be  found  convenient  and  shall  consist  of  represen- 
tatives of  the  high  contracting  parties.  Each  of  the 
high  contracting  parties  shall  have  one  vote,  but 
may  have  not  more  than  three  representatives. 

ARTICLE  III 

The  executive  council  shall  consist  of  representa- 
tives of  the  United  States  of  America,  the  British 
Empire,  France,  Italy,   and  Japan,   together  with 


260  Education,  Democracy,  the  League  of  Nations 

representatives  of  four  other  States,  members  of  the 
League.  The  selection  of  these  four  States  shall  be 
made  by  the  body  of  delegates  on  such  principles  and 
in  such  manner  as  they  think  fit.  Pending  the  ap- 
pointment of  these  representatives  of  the  other 
States,  representatives  of  (blank  left  for  names) 
shall  be  members  of  the  executive  council. 

Meetings  of  the  council  shall  be  held  from  time 
to  time  as  occasion  ma}'  require  and  at  least  once 
a  year  at  whatever  place  maj'^  be  decided  on,  or 
failing  any  such  decision,  at  the  seat  of  the  League, 
and  any  matter  within  the  sphere  of  action  of  the 
League  or  affecting  the  peace  of  the  world  ma}'  be 
dealt  with  at  such  meetings. 

Invitations  shall  be  sent  to  any  power  to  attend 
a  meeting  of  the  council  at  which  such  matters  di- 
rectly affecting  its  interests  are  to  be  discussed  and 
no  decision  taken  at  any  meeting  will  be  binding  on 
such  powers  unless  so  invited. 

ABTICLE   IV 

All  matters  of  procedure  at  meetings  of  the  body 
of  delegates  or  the  executive  council,  including  the 
appointment  of  committees  to  investigate  particular 
matters,  shall  be  regulated  by  the  body  of  delegates 
or  the  executive  council  and  may  be  decided  by  a 
majority  of  the  States  represented  at  the  meeting. 

The  first  meeting  of  the  body  of  delegates  and 


Original  Constitution  of  League  of  Nations     261 

the  executive  council  shall  be  summoned  by  the  Presi- 
dent of  the  United  States  of  America. 


ARTICLE    V 

The  permanent  secretariat  of  the  League  shall 
be  established  at  (blank),  which  shall  constitute  the 
seat  of  the  League.  The  secretariat  shall  comprise 
such  secretaries  and  staff  as  may  be  required,  under 
the  general  direction  and  control  of  a  secretary  gen- 
eral of  the  League,  who  shall  be  chosen  by  the  execu- 
tive council ;  the  secretariat  shall  be  appointed  b}'  the 
secretary  general  subject  to  confirmation  by  the 
executive  council. 

The  secretary  general  shall  act  in  that  capacity 
at  all  meetings  of  the  body  of  delegates  or  of  the 
executive  council. 

The  expenses  of  the  secretariat  shall  be  borne  by 
the  States  members  of  the  League  in  accordance  with 
the  apportionment  of  the  expenses  of  the  Interna- 
tional Bureau  of  the  L^niversal  Postal  L'nion. 


ARTICLE   VI 

Representatives  of  the  high  contracting  parties 
and  officials  of  the  League  when  engaged  in  the  busi- 
ness of  the  League  shall  enjoy  diplomatic  privileges 
and  immunities  and  the  buildings  occupied  by  the 
League  or  its  officials  or  by  representatives  attend- 


262  Education,  Democracy/,  the  League  of  Nations 

ing  its  meetings  shall  enjo}-  the  benefits  of  extraterri- 
toriality. 

ARTICLE  vn 

Admission  to  the  League  of  States  not  signatories 
to  the  covenant  and  not  named  in  the  protocol  here- 
to as  States  to  be  invited  to  adhere  to  the  covenant, 
requires  the  assent  of  not  less  than  two-thirds  of 
the  States  represented  in  the  body  of  delegates  and 
shall  be  limited  to  fully  self-governing  countries, 
including  dominions  and  colonies. 

No  State  shall  be  admitted  to  the  League  unless 
it  is  able  to  give  effective  guarantees  of  its  sincere 
intention  to  observe  its  international  obligations  and 
unless  it  shall  conform  to  such  principles  as  ma}'  be 
prescribed  by  the  League  in  regard  to  its  naval  and 
military  forces  and  armaments. 


ARTICLE  VIII 

The  high  contracting  parties  recognize  the  prin- 
ciple that  the  maintenance  of  peace  will  require  the 
reduction  of  national  armaments  to  the  lowest  point 
consistent  with  national  safety  and  the  enforcement 
by  common  action  of  international  obligations,  hav- 
ing special  regard  to  the  geographical  situation  and 
circumstances  of  each  State ;  and  the  executive  coun- 
cil shall  formulate  plans  for  effecting  such  reduction. 


Original  Constitution  of  League  of  Nations     263 

The  executive  council  shall  also  determine  for  the 
consideration  and  action  of  the  several  governments 
what  military  equipment  and  armament  is  fair  and 
reasonable  in  proportion  to  the  scale  of  forces  laid 
down  in  the  program  of  disarmament ;  and  these 
limits,  when  adopted,  shall  not  be  exceeded  without 
the  permission  of  the  executive  council. 

The  high  contracting  parties  agree  that  the  manu- 
facture by  private  enterprise  of  munitions  and  im- 
plements of  war  lends  itself  to  grave  objections  and 
directs  the  executive  council  to  advise  how  the  evil 
effects  attendant  upon  such  manufacture  can  be  pre- 
vented, due  regard  being  had  to  the  necessities  of 
those  countries  which  are  not  able  to  manufacture 
for  themselves  the  munitions  and  implements  of  war 
necessary  for  their  safety. 

The  high  contracting  parties  undertake  in  no 
way  to  conceal  from  each  other  the  condition  of 
such  of  their  industries  as  are  capable  of  being 
adapted  to  warlike  purposes  or  the  scale  of  their 
armaments,  and  agree  that  there  shall  be  full  and 
frank  interchange  of  information  as  to  their  mili- 
tary and  naval  programs. 

ARTICLE  IX 

A  permanent  commission  shall  be  constituted  to 
advise  the  League  on  the  execution  of  the  provisions 


264  Education,  Democracy,  the  League  of  Nations 

of  Article  VIII,  and  on  military  and  naval  questions 
generally. 

ARTICLE    X 

The  high  contracting  parties  shall  undertake  to 
respect  and  preserve  as  against  external  aggression 
the  territorial  integrity  and  existing  political  inde- 
pendence of  all  States  members  of  the  League.  In 
case  of  any  such  aggression,  or  in  case  of  any  threat 
or  danger  of  such  aggression,  the  executive  council 
shall  advise  upon  the  means  by  which  the  obligation 
shall  be  fulfilled. 


ARTICLE   XI 

Any  war  or  threat  of  war,  whether  immediately 
affecting  any  of  the  high  contracting  parties  or  not, 
is  hereby  declared  a  matter  of  concern  to  the  League 
and  the  high  contracting  parties  reserve  the  right  to 
take  any  action  that  may  be  deemed  wise  and  effec- 
tual to  safeguard  the  peace  of  nations. 

It  is  hereby  also  declared  and  agreed  to  be  the 
friendly  right  of  each  of  the  high  contracting  parties 
to  draw  the  attention  of  the  body  of  delegates  or 
of  the  executive  council  to  any  circumstances  affect- 
ing international  intercourse  which  threatens  to  dis- 
turb international  peace  or  the  good  understanding 
between  nations  upon  which  peace  depends. 


Original  Constitution  of  League  of  Nations     265 

ARTICLE  XII 

The  high  contracting  parties  agree  that  should 
disputes  arise  between  them  which  cannot  be  adjusted 
by  the  ordinar}'^  processes  of  diplomacy,  they  will 
in  no  case  resort  to  war  without  previously  sub- 
mitting the  questions  and  matters  involved  either 
to  arbitration  or  to  inquiry'  by  the  executive  council 
and  until  three  months  after  the  award  by  the  arbi- 
trators or  a  recommendation  by  the  executive  coun- 
cil, and  that  thej^  will  not  even  then  resort  to  war 
as  against  a  member  of  the  League  which  complies 
with  the  award  of  the  arbitrators  or  the  recom- 
mendation of  the  executive  council. 

In  any  case  under  this  article  the  award  of  the 
arbitrators  shall  be  made  within  a  reasonable  time 
and  the  recommendation  of  the  executive  council  shall 
be  made  within  six  months  after  the  submission  of 
the  dispute. 

ARTICLE  XIII 

The  high  contracting  parties  agree  that  whenever 
any  dispute  or  difficulty  shall  arise  between  them 
which  they  recognize  to  be  suitable  for  submission 
to  arbitration  and  which  cannot  be  satisfactorily 
settled  by  diplomacy,  they  will  submit  the  whole  mat- 
ter to  arbitration.  For  this  purpose  the  court  of 
arbitration  to  which  the  case  is  referred  shall  be 
the   court   agreed   on   by   the   parties   or  stipulated 


^66  Education,  Democracy,  the  League  of  Natio7is 

in  any  convention  existing  between  them.  The  high 
contracting  parties  agree  that  they  will  carry  out 
in  full  good  faith  any  award  that  may  be  rendered. 
In  the  event  of  any  failure  to  carry  out  the  award, 
the  executive  council  shall  propose  what  steps  can 
best  be  taken  to  give  effect  thereto. 


ARTICLE  XIV 

The  executive  council  shall  formulate  plans  for 
the  establishment  of  a  permanent  court  of  interna- 
tional justice  and  this  court  shall,  when  established,  ■ 
be  competent  to  hear  and  determine  any  matter 
which  the  parties  recognized  as  suitable  for  submis- 
sion to  it  for  arbitration  under  the  foregoing  article. 

ARTICLE   XV 

If  there  should  arise  between  States  members  of 
the  League  any  dispute  likely  to  lead  to  rupture, 
which  is  not  submitted  to  arbitration  as  above,  the 
high  contracting  parties  agree  that  they  will  refer 
the  matter  to  the  executive  council ;  either  party  to 
the  dispute  may  give  notice  of  the  existing  of  the 
dispute  to  the  secretary'  general,  who  will  make  all 
necessary  arrangements  for  a  full  investigation  and 
consideration  thereof.  For  this  purpose  the  parties 
agree  to  communicate  to  the  secretary  general,  as 
promptly  as  possible,  statements  of  their  case  with 


Original  Constitution  of  League  of  Nations     267 

all  the  relevant  facts  and  papers,  and  the  executive 
council  may  forthwith  direct  the  publication  thereof. 
Where  the  efforts  of  the  council  lead  to  the  settle- 
ment of  the  dispute  a  statement  shall  be  published 
indicating  the  nature  of  the  dispute  and  the  terms 
of  settlement  together  with  such  explanations  as  may 
be  appropriate.  If  the  dispute  has  not  been  settled, 
a  report  by  the  council  shall  be  published,  setting 
forth  with  all  necessary  facts  and  explanations  the 
recommendation  which  the  council  thinks  just  and 
proper  for  the   settlement   of   the   dispute. 

If  the  report  is  unanimously'  agreed  to  by  the  mem- 
bers of  the  council  other  than  the  parties  to  the 
dispute,  the  high  contracting  parties  agree  that 
the}'  will  not  go  to  war  with  any  party  which  com- 
plies with  the  recommendations  and  that  if  any 
party  shall  refuse  so  to  comply  the  council  shall 
propose  measures  necessary  to  give  effect  to  the 
recommendations.  If  no  such  unanimous  report  can 
be  made  it  shall  be  the  duty  of  the  majority  and  the 
privilege  of  the  minority  to  issue  statements  indicat- 
ing what  the}'  believe  to  be  the  facts  and  containing 
the  reasons  which  they  consider  to  be  just  and 
proper. 

The  executive  council  may  in  any  case  under  this 
article  refer  the  dispute  to  the  body  of  delegates. 
The  dispute  shall  be  so  referred  at  the  request  of 
either  party  to  the  dispute,  provided  that  such  re- 
quest must  be  made  within  fourteen  days  after  the 


268  Education,  Democracy,  the  League  of  Nations 

submission  of  the  dispute.  In  a  case  referred  to  the 
body  of  delegates  all  the  provisions  of  this  article 
and  of  Article  XII,  relating  to  the  action  and 
powers  of  the  executive  council,  shall  apply  to  the 
action  and  powers  of  the  body  of  delegates. 


ARTICLE  XVI 

Should  any  of  the  high  contracting  parties  break 
or  disregard  its  covenants  under  Article  XII  it  shall 
thereby  ipso  facto  be  deemed  to  have  committed  an 
act  of  war  against  all  the  other  members  of  the 
League,  which  hereby  undertakes  immediately  to 
subject  it  to  the  severance  of  all  trade  or  financial 
relations,  the  prohibition  of  all  intercourse  between 
their  nationals  and  the  nationals  of  the  covenant- 
breaking  State,  and  the  prevention  of  all  financial, 
commercial  or  personal  intercourse  between  the  na- 
tionals of  the  covenant-breaking  State  and  the  na- 
tionals of  any  other  State,  whether  a  member  of  the 
League  or  not. 

It  shall  be  the  duty  of  the  executive  council  in 
such  case  to  recommend  what  effective  military  or 
naval  force  the  members  of  the  League  shall  sever- 
ally contribute  to  the  armed  ^orces  to  be  used  to 
protect  the  covenants  of  the  League. 

The  high  contracting  parties  agree,  further,  that 
they  will  mutually  support  one  another  in  the  finan- 
cial  and   economic   measures   which   may  be   taken 


Original  Constitution  of  League  of  Nations     269 

under  this  article  in  order  to  minimize  the  loss  and 
inconvenience  resulting  from  the  above  measures,  and 
that  thej  will  mutually  support  one  another  in  re- 
sisting any  special  measures  aimed  at  one  of  their 
number  by  the  covenant-breaking  State,  and  that 
they  will  afford  passage  through  their  territory  to 
the  forces  of  any  of  the  high  contracting  parties  who 
are  co-operating  to  protect  the  covenants  of  the 
League. 

ARTICLE  xvn 

In  the  event  of  disputes  between  one  State  a  mem- 
ber of  the  League  and  another  State  which  is  not  a 
member  of  the  League,  or  between  States  not  mem- 
bers of  the  League,  the  high  contracting  parties 
agree  that  the  State  or  States  not  members  of  the 
League  shall  be  invited  to  accept  the  obligations 
of  membership  in  the  League  for  the  purpose  of 
such  dispute,  upon  such  conditions  as  the  executive 
council  may  deem  just,  and  upon  acceptance  of  any 
such  invitation  the  above  provisions  shall  be  applied, 
with  such  modifications  as  may  be  deemed  necessary 
by  the  League. 

L'pon  such  invitation  being  given,  the  executive 
council  shall  immediately  institute  an  inquiry  into 
the  circumstances  and  merits  of  the  dispute  and 
recommend  such  action  as  may  seem  best  and  most 
effectual  in  the  circumstances. 

In  the  event  of  a  power  so  invited   refusing  to 


270  Education,  Democracy,  the  League  of  Nations 

accept  the  obligations  of  membership  in  the  League 
for  the  purposes  of  the  League,  which  in  the  case  of  a 
State  a  member  of  the  League  would  constitute  a 
breach  of  Article  XII,  the  provisions  of  Article  XVI 
shall  be  applicable  as  against  the  State  taking  such 
action. 

If  both  parties  to  the  dispute  when  so  invited  re- 
fuse to  accept  the  obligations  of  membership  in 
the  League  for  the  purpose  of  such  dispute,  the 
executive  council  may  take  such  action  and  make 
such  recommendations  as  will  prevent  hostilities  and 
will  result  in  the  settlement  of  the  dispute. 

ARTICLE  XVIII 

The  high  contracting  parties  agree  that  the 
League  shall  be  intrusted  with  general  supers^ision 
of  the  trade  in  arms  and  ammunition  with  the  coun- 
tries in  which  the  control  of  this  traffic  is  necessary 
in  the  common  interest. 


ARTICLE  XIX 

To  those  colonies  and  territories  which  as  a  con- 
sequence of  the  late  war  have  ceased  to  be  under  the 
sovereignty  of  the  States  which  formerly  governed 
them  and  which  are  inhabited  by  peoples  not  yet 
able  to  stand  by  themselves  under  the  strenuous 
conditions    of   the    modem    world    there    should   be 


Original  Constitution  of  League  of  Nations     271 

applied  the  principle  that  the  well  being  and  de- 
velopment of  such  peoples  form  a  sacred  trust  of 
civilization  and  that  securities  for  the  performance 
of  this  trust  should  be  embodied  in  the  constitution 
of  the  League. 

The  best  method  of  giving  practical  effect  to  this 
principle  is  that  the  tutelage  of  such  peoples  should 
be  entrusted  to  advanced  nations  who  by  reason  of 
their  resources,  their  experience  or  their  geographi- 
cal position,  can  best  undertake  this  responsibility, 
and  that  this  tutelage  should  be  exercised  by  them 
as  mandatories  on  behalf  of  the  League. 

The  character  of  the  mandates  must  differ  accord- 
ing to  the  stage  of  the  development  of  the  people,  the 
geographical  situation  of  the  territory,  its  economic 
conditions  and  other  similar  circumstances. 

Certain  communities  formerh'  belonging  to  the 
Turkish  Empire  have  reached  a  stage  of  develop- 
ment where  their  existence  as  independent  nations 
can  be  provisionally  recognized  subject  to  the  render- 
ing of  administrative  advice  and  assistance  b}^  a 
mandatory  power  until  such  time  as  they  are  able 
to  stand  alone.  The  wishes  of  these  communities 
must  be  a  principal  consideration  in  the  selection  of 
the  mandator}'  power. 

Other  peoples,  especially  those  of  Central  Africa, 
are  at  such  a  stage  that  the  mandatory  must  be 
responsible  for  the  administration  of  the  territory, 
subject  to  conditions  which  will  guarantee  freedom 


272  Education,  Democracy,  the  League  of  Nations 

of  conscience  or  religion,  subject  only  to  the  main- 
tenance of  public  order  and  morals,  the  prohibition 
of  abuses,  such  as  the  slave  trade,  the  arms  traffic, 
and  the  liquor  traffic,  and  the  prevention  of  the 
establishment  of  fortifications  or  military  naval 
bases  and  of  military  training  of  the  natives  for 
other  than  police  purposes  and  the  defense  of  terri- 
tory, and  will  also  secure  equal  opportunities  for 
the  trade  and  commerce  of  other  members  of  the 
League. 

There  are  territories,  such  as  Southwest  Africa 
and  certain  of  the  South  Pacific  Isles,  which,  owing 
to  the  sparseness  of  their  population,  or  their  small 
size,  or  their  remoteness  from  the  centers  of  civiliza- 
tion, or  their  geographical  contiguity  to  the  man- 
datory States  and  other  circumstances,  can  be  best 
administered  under  the  laws  of  the  mandatory  States 
as  integral  portions  thereof,  subject  to  the  safe- 
guards above  mentioned,  in  the  interests  of  the  in- 
digenous population. 

In  every  case  of  mandate,  the  mandatory  State 
shall  render  to  the  League  an  annual  report  in  ref- 
erence to  the  territory  committed  to  its  charge. 

The  degree  of  authority,  control  or  administration 
to  be  exercised  by  the  mandatory  State  shall  if  not 
previously  agreed  upon  by  the  high  contracting 
parties  in  each  case  be  explicitly  defined  by  the 
executive  council  in  a  special  act  or  charter. 

The   high    contracting   parties    further   agree   to 


Original  Constitution  of  League  of  Nations     273 

establish  at  the  seat  of  the  League  a  mandatory  com- 
mission to  receive  and  examine  the  annual  reports 
of  the  mandatory  powers  and  to  assist  the  League 
in  insuring  the  obser\'ance  of  the  terms  of  all  man- 
dates. 

ARTICLE   XX 

The  high  contracting  parties  will  endeavor  to 
secure  and  maintain  fair  and  humane  conditions  of 
labor  for  men,  women  and  children  both  in  their  own 
countries  and  in  all  countries  to  which  their  com- 
mercial and  industrial  relations  extend,  and  to  that 
end  agree  to  establish  as  part  of  the  organization 
of  the  League  a  permanent  bureau  of  labor. 

ARTICLE  XXI 

The  high  contracting  parties  agree  that  provision 
shall  be  made  through  the  instrumentality  of  the 
League  to  secure  and  maintain  freedom  of  transit 
and  equitable  treatment  for  the  commerce  of  all 
State  members  of  the  League,  having  in  mind,  among 
other  things,  special  arrangements  with  regard  to 
the  necessities  of  the  regions  devastated  during  the 
war  of  1914-1918. 

ARTICLE  XXII 

The  high  contracting  parties  agree  to  place  under 
the  control  of  the  League  all  inteniational  bureaus 


274  Education,  Democracy,  the  League  of  Nations 

general  treaties  if  the  parties  to  such  treaties  con- 
sent. Furthermore,  they  agree  that  such  interna- 
tional bureaus  to  be  constituted  in  future  shall  be 
placed  under  control  of  the  League. 

ARTICLE  XXIII 

The  high  contracting  parties  agree  that  every 
treaty  or  international  engagement  entered  into 
hereafter  by  any  State  member  of  the  League  shall 
be  forthwith  registered  with  the  secretary'  general 
and  as  soon  as  possible  published  by  him,  and  that 
no  such  treat}'  or  international  engagement  shall  be 
binding  until  so  registered. 

ARTICLE  XXIV 

It  shall  be  the  right  of  the  body  of  delegates  from 
time  to  time  to  advise  the  reconsideration  by  State 
members  of  the  League  of  Treaties  which  have  be- 
come inapplicable,  and  of  international  conditions 
of  which  the  continuance  may  endanger  the  peace  of 
the  world. 

ARTICLE  XXV 

The  high  contracting  parties  severally  agree  that 
the  present  covenant  is  accepted  as  abrogating  all 
obligations  inter  se  which  are  inconsistent  with  the 
terms  thei'eof,  and  solemnl}'  engage  that  they  will 
not  hereafter  enter  into  any  engagement  inconsistent 
with  the  terms  thereof.     In  case  an}'  of  the  powers 


Original  Constitution  of  League  of  Nations     275 

signatory  hereto  or  subsequently  admitted  to  the 
League  shall,  before  becoming  a  party  to  this  cove- 
nant, have  undertaken  any  obligations  which  are 
inconsistent  with  the  terms  of  this  covenant,  it  shall 
be  the  duty  of  such  power  to  take  immediate  steps 
to  procure  its  release  from  such  obligations. 

ARTICLE  XXVI 

Amendments  to  this  covenant  will  take  effect  when 
ratified  by  the  States  whose  representatives  com- 
pose the  executive  council  and  by  three-fourths  of 
the  States  whose  representatives  compose  the  body 
of  delegates. 


CHAPTER  XXV 

THE  nation's  attitude  ON  THE  LEAGUE  OF  NATIONS^ 

It  is  difficult  to  realize  and  aj)preciate  the  im- 
mensity of  the  value  in  bettering  the  conditions  of 
humanity  that  the  world's  peace  congress  has  al- 
ready been  able  to  accomplish.  No  sacrifice  would 
have  been  considered  too  great  to  have  brought  into 
being  this  international  covenant  of  consecrated 
wills  looking  to  the  permanent  peace  of  the  world. 
The  tentative  draft  of  the  league  of  nations  is  all 
that  could  have  been  expected,  more  than  many 
of  its  sanguine  friends  had  hoped.  As  the  league 
of  nations  grows  and  becomes  perfected  it  will  be 
seen  and  acknowledged  to  be  the  greatest  and 
noblest  piece  of  democratic  statesmanship  that  the 
world  has  seen.  Nations  not  yet  in  the  league  may 
soon  be  in,  assist  in  perfecting  its  constitution  and 
lend  their  great  help  and  push  in  making  it  a  final 
and  permanent  success.  As  peoples  and  nations 
we  have  grown  far  apart  through  development,  but 
since  originally  made  of  the  same  clay  there  is 
nothing  but  our  wills  to  prevent  our  getting  together 

1  February  17,  1919. 

276 


Nation's  Attitude  on  the  League  of  Nations     27T 

again.  With  the  league  of  nations  established  and 
soon  to  be  perfected  future  wars  of  aggression  have 
been  made  utterly  impossible. 

The  thing  most  essential  now  to  all  nations  is  the 
arousing  of  public  interest  and  intelligence  in  be- 
half of  the  league  of  nations.  When  the  commission 
returns  to  revise  and  complete  the  constitution  of 
the  league  it  should  be  with  the  added  information 
and  knowledge  of  the  best  citizens  of  all  countries. 
One  cannot  but  admire  the  attitude  of  ex-President 
Taft,  who  as  president  of  the  American  League  to 
Enforce  Peace  has  given  unstintingly  of  time  and 
money  to  bring  about  a  league  of  nations.  Though 
the  constitution  of  the  league  of  nations  in  its  pres- 
ent form  does  not  go  as  far  as  he  had  desired  and 
advocated,  he  has  accepted  it  as  one  of  the  world's 
greatest  state  papers  and  is  now  earnestly  pushing 
the  indorsement  of  it  before  his  fellow  countrj^men. 

There  are  many  reasons  why  Congress  and  the 
man}'  state  legislatures  noAV  in  session  should  add 
their  indorsements  to  the  constitution  of  the  league 
of  nations,  with  such  recommendations  as  might 
sers'e  to  strengthen  the  revised  constitution.  This 
democratic  league  of  nations  is  a  new  step  in  gov- 
ernment. There  are  no  precedents.  Hence  it  re- 
quires both  intelligence  and  courage  to  take  the  step, 
but  it  cannot  fail  to  succeed  and  already  the  move- 
ment has  gone  far  enough  to  increase  the  courage 
of  manv   former  doubters.      No   nation   can  be  in- 


278  Education,  Democracy,  the  League  of  Nations 

duced  to  go  to  war  when  it  can  see  nothing  in  the 
outcome  but  loss  and  degradation,  and  that  is  to  be 
the  absolute  fate  of  any  or  every  nation  that  op- 
poses its  will  against  the  united  wills  of  the  league 
of  nations.  In  the  new  order  self-determination  will 
be  a  basic  principle,  but  the  unquestioned  freedom 
of  the  individual  and  of  the  nation  is  the  freedom  to 
do  right  and  not  the  freedom  to  do  wrong. 

Professor  Larnaude,  dean  of  the  Paris  law  faculty, 
is  quoted  as  saying  that  "with  the  new  development 
in  aerial  warfare  Germany  might  prepare  secretly 
sufficient  air  forces  to  destroy  Paris  in  one  day." 
But  with  the  league  of  nations  in  working  order, 
should  Germany  or  any  other  nation  be  foolish 
enough  to  make  the  venture,  the  following  day  she 
would  be  blotted  from  the  face  of  the  earth.  When 
one  realizes  how  much  France  has  suffered  in  the 
last  fifty  years  through  war  crazed  Europe  he  is 
not  surprised  that  she  fears  even  the  protection  and 
guarantees  of  a  league  of  nations  unless  backed  by 
a  sufficiently  large  international  army.  But  with 
the  league  of  nations  as  already  constituted  every 
nation  that  wants  to  do  right  and  live  in  peace  is 
safe. 

Just  now  there  are  two  humanistic,  democratic 
ideas  deeply  rooted  in  the  heart  of  the  country  that 
are  being  misinterpreted  and  abused  through  igno- 
rance and  the  wanton  deception  of  the  autocrats — 
Americanization  and  the  Monroe  doctrine.     Surely 


Nation's  Attitude  on  the  League  of  Nations    279 

Americanization  does  not  mean  an  effort  to  dis- 
unite our  democratic  people  and  erect  instead  class 
and  party  spirit.  Not  infrequently  Americanization 
is  represented  as  antagonistic  to  internationaliza- 
tion, whereas  the  very  essence  of  Americanism  is 
internationalism.  Xo  other  country  in  the  world 
is  able  to  give  so  much  of  its  true  spirit  to  the 
league  of  nations  as  the  United  States.  Its  citi- 
zens are  made  up  from  the  best  of  all  countries, 
made  better  by  the  union.  The  league  of  nations 
will  demand  some  sacrifices  of  special  privileges  and 
favors,  but  they  are  only  such  as  this  democratic 
country  has  long  been  ready  to  surrender  to  the 
supervision  and  direction  of  a  democratic  league  of 
nations  of  which  the  United  States  is  to  be  an  honor- 
able and  influential  member.  The  citizens  of  the 
United  States  are  but  parts  of  humanity,  the 
brotherhood  of  man,  and  they  ask  for  no  favors  that 
they  are  not  willing  to  grant  to  others  or  share 
with  all.  The  very  nature  of  our  cosmopolitan  peo- 
ple makes  us  international  in  spirit  if  we  are  true  to 
our  own  people,  and  that  we  can  now  bring  all 
nations  to  the  best  in  our  democratic  ideals  through 
the  league  of  nations  is  a  happy  ending  of  the  first 
and  last  world  war. 

Concerning  the  meaning  of  the  Monroe  doctrine 
there  have  been  many  interpretations.  Presidents 
have  differed  in  expressing  the  aim  and  purport. 
But  nearly  all  agree  that  the  spirit  was  one  of  dis- 


280  Education,  Democracy,  the  League  of  Nations 

interested  service  and  protection  of  weak  nations 
against  foreign  aggression  and  the  violation  of  the 
principle  of  self-determination.  The  league  of  na- 
tions but  strengthens  this  conception  of  the  Mon- 
roe doctrine  by  relieving  the  United  States  of  the 
whole  burden  of  protecting  the  American  continent 
from  the  usurpation  of  foreign  nations.  With  the 
league  of  nations  in  working  order  such  usurpation 
would  be  impossible  and  what  matters  it  who  carries 
the  club.  Through  the  league  of  nations  the  jMon- 
roe  doctrine  will,  in  time,  be  extended  to  include 
other  continents  and  become  the  world  doctrine. 

It  would  be  exceedingly  unfortunate  to  the  United 
States  and  the  world  to  have  the  nation  that  led  all 
others  in  the  establishment  of  the  league  of  nations 
lose  its  place  of  prominence  and  influence  in  that 
body  through  criticism  and  lack  of  support  of  the 
co-ordinate  branch  of  the  ratifying  power  of  its  own 
people.  It  does  not  seem  that  such  an  outcome  is 
possible,  and  yet  the  folly  and  rancor  of  partisan- 
ship have  been  known  to  do  some  utterly  absurd 
things.  The  citizens  of  this  country  would  resent 
such  action  bitterly  and  it  is  not  likely  to  occur. 

The  league  of  nations  is  now  all  but  established 
and  will  continue  to  grow  and  to  direct  interna- 
tional affairs  whether  the  United  States  enters  the 
league  or  not,  though  all  must  admit  the  vital  im- 
portance of  the  United  States  to  the  success  of  the 
league.     No  nation  is  strong  enough  alone  or  with 


Xaf ion's  Attitude  on  the  League  of  Xations    281 

others  to  oppose  the  combmed  will  of  the  league, 
and  such  a  truly  democratic  country  as  the  United 
States  would  not  wish  to  do  so.  As  the  constitution 
of  the  league  now  stands  the  United  States  is  one 
of  the  five  great  powers  to  be  given  a  permanent 
place  on  the  executive  council.  Should  she  fail  to 
enter  the  league  and  assume  her  full  share  of  re- 
sponsibilit}^  her  place  would  be  quickly  granted  to, 
and  be  assumed  by,  another  great  nation  and  the 
work  of  the  league  proceed  without  insurmountable 
difficulty.  The  spirit  of  the  United  States  will  be 
with  the  league  whether  she  is  in  or  out. 

This  is  the  time  for  honest  and  intelligent  criti- 
cism of  the  league.  It  will  be  found  easier  to  make 
desirable  changes  in  the  constitution  now  than  later. 
Until  now  the  ruling  classes  of  all  nations  have 
been  so  walled-in,  isolated,  and  independent  in  their 
national  desires  that  it  becomes  necessarj^  for  all 
to  make  sacrifices  of  special  interests  and  give  up 
some  independence  of  action  in  order  to  become  use- 
ful members  of  the  league  of  nations  and  to  guar- 
antee to  all  protection  from  wars  of  aggression,  in- 
ternational comity,  and  permanent  peace.  The 
changes  to  be  made  in  the  map  of  the  world  by  the 
peace  congress  should  be  subject  to  review  and 
change  later  by  the  league  of  nations.  Unless  this 
is  made  possible  it  will  make  tlie  mistakes  of  the 
peace  congress  peraianent  and  injure  the  future  suc- 
cess  of   the   democratic   league   of  nations.      There 


282  Education,  Democracy,  the  League  of  Nations 

are  many  honest  doubters  now,  but  after  ten  years 
of  successful  operation  of  the  league  of  nations  all 
Avill  be  convinced  of  its  virtue,  and  wonder  how  it 
was  possible  for  humanity  to  reach  such  a  high 
degree  of  civilization  without  the  mutual  cooperation 
and  stimulating  influence  made  possible  through  a 
democratic  league  of  nations. 


CHAPTER  XXVI 


The  league  of  nations  as  now  established  bj  the 
world  peace  congress  is  but  a  natural  step  in  human 
evolution,  and  cannot  be  prevented  without  the  de- 
struction of  civilization  itself.  Many  statesmen  and 
students  of  human  nature  have  long  foreseen  the 
necessity  of  a  league  of  nations  to  keep  the  peace 
of  the  world  and  to  supervise  the  administration  of 
international  justice.  The  growth  of  science,  in- 
dustry, art,  literature,  agriculture,  trade  and  com- 
merce has  reduced  the  size  of  the  earth  and  knit 
humanity  together  so  it  is  no  longer  possible  for  any 
nation  to  live  alone  or  within  itself.  If  the  league 
of  nations  as  now  constituted  had  existed  in  1914 
the  terrible  world  war  with  its  eternal  wake  of 
misery  would  have  been  absolutely  impossible.  How 
ignorant  or  pen'erse  must  be  the  senator  who  for 
party  advantage  or  selfish  reason  would  betray  the 
trust  confided  in  him  and  endeavor  to  defeat  the 
league  of  nations  won  through  such  bitter  and  gra- 
cious suffering  of  his  own  people. 

^  March   3,   1919. 

283 


28-i  Education,  Democracy,  the  League  of  Nations 

Our  boys  uncomplainingly  gave  their  lives  and 
the  nation  was  united  in  the  effort  to  destroy  mili- 
tary autocracy  and  to  make  the  world  safe  for 
democracy;  with  a  democratic  league  of  nations  in 
working  order  international  justice  is  assured,  de- 
mocracy safe,  war  of  aggression  made  impossible, 
peace  made  permanent  and  the  promises  of  the 
United  States  completely  fulfilled.  My  experience 
shows  that  at  least  four-fifths  of  the  people  of  the 
United  States  are  with  the  president  in  his  advocacy 
of  the  league  of  nations  and  are  greatly  disap- 
pointed with  those  senators  who  for  selfish  reasons 
would  hamstring  the  league.  The  balance  of  power 
idea  and  hegemony  of  nations  are  wrong,  unfair, 
autocratic,  and  cannot  exist  without  instigating  con- 
tinued warfare.  The  peoples  of  the  world  are  united 
in  their  opposition  to  war.  This  is  especially  true 
of  the  toiling  masses  Avho  are  made  to  bear  the 
brunt  of  the  war  and  the  hunger  of  the  reconstruc- 
tion period,  and  will  not  be  satisfied  with  any  form 
of  peace  that  does  not  insure  its  permanence. 

If  the  league  of  nations  is  made  a  part  of  the  peace 
treaty,  it  will  insure  a  democratic  peace — a  peace  of 
justice — which  all  the  better  people  of  the  world  are 
now  demanding.  If  the  league  of  nations  is  not  made 
a  part  of  the  peace  treaty,  as  now  advised  by  the 
round  robin  letter  of  misguided  senators,  the  peace 
treaty  that  must  be  accepted  until  it  is  broken  by  the 
next  war  will  be   an   autocratic  peace — a   dictated 


Criticism  of  the  League  of  Nations        285 

peace — which  cannot  be  lasting.  With  democracy 
now  in  the  saddle  such  a  condition  of  peace  hardly 
seems  possible  but  autocracy  in  high  places  is  sure  to 
die  hard  and  save  to  itself  as  much  of  special  priv- 
ilege and  advantage  as  possible.  Like  the  boys  who 
went  to  the  front,  democracy  must  be  patient  with 
its  new  found  power,  turning  neither  to  the  right  nor 
to  the  left,  but  facing  always  forward.  The  highest 
interests  of  humanity  are  at  stake  and  the  missionary 
spirit  and  true  democracy  of  the  nation  are  on  trial. 
The  Monroe  doctrine  promulgated  in  this  country 
100  years  ago  was  the  beginning  of  a  league  of  na- 
tions on  a  limited  scale,  a  missionary  effort  on  the 
part  of  this  great  democratic  country  to  aid  in  pro- 
tecting weaker  nations  from  the  unjust  aggression  of 
the  stronger.  Our  foi^fathers  would  have  been 
happy  to  have  realized  that  the  altruistic,  demo- 
cratic doctrine  which  they  promulgated  for  the  bet- 
ter protection  of  the  struggling  republics  of  the 
American  continent  would  in  the  course  of  100  years 
become  the  world  doctrine  guaranteed  through  a 
democratic  league  of  nations.  The  people  of  the 
United  States  should  now  be  thankful  that  the  world 
has  caught  the  spirit  of  the  Monroe  doctrine  and  is 
turning  to  and  adopting  its  democratic  philosoph}'  of 
international  justice,  self-determination  and  good 
will.  Shame  on  the  autocrat  and  disgruntled  senator 
who  interposes  his  selfish  interests  against  the  presi- 
dent and  the  world  peace  congress  earnestly  striving 


286  Education,  Democracy,  the  League  of  Nations 

to  get  together  in  some  form  of  a  league  of  nations, 
that  will  prevent  future  wars,  strengthen  internation- 
al justice,  create  international  amitj^  and  good  will, 
and  make  secure  just  and  lasting  peace.  The  league 
of  nations  calls  for  no  surrender  of  national  sov- 
ereignty unless  such  sovereignty^  interferes  with  the 
execution  of  international  justice  and  right,  or  en- 
courages brigandage,  outlawry  and  injustice. 

Honest  and  intelligent  criticism  of  the  league  of 
nations  at  this  time  is  exceedingly  wholesome  and  de- 
sirable. The  idea  has  already  gone  far  enough  and 
become  clear  enough  to  the  majority  of  humanity  to 
insure  its  permanency  in  the  future  policy  of  the 
world.  But  the  particular  form  of  the  league  will 
have  much  to  do  with  its  success  and  the  happiness 
of  the  peoples  who  must  live  and  serve  under  it. 
Hence  every  intelligent  citizen  of  whatever  country' 
should  lend  his  aid  and  wisdom  in  an  honest  endeavor 
to  bring  about  the  most  perfect  form  of  a  league  of 
nations.  Men  and  women  who  lack  vision  and  are 
unable  to  think  in  world  thoughts  should  reserve  their 
criticism  until  the  new  machinery  has  been  put  in  per- 
fect running  order ;  then  will  be  time  enough  to  criti- 
cise and  rejoice  with  humanity  that  the  world  has 
been  made  trulj'  safe  for  democracy. 

The  constitution  of  the  league  of  nations  must  be 
sufficiently  elastic  to  allow  for  improvement  and  fu- 
ture growth.  There  are  many  desirable  features  that 
ought  to  be  made  a  part  of  the  constitution  which 


Criticism  of  the  League  of  Nations        287 

can  hardly  be  incorporated  at  this  time.  Sooner  or 
later  the  league  of  nations  will  be  given  control  and 
direction  of  all  international  waterways  and  rail- 
roads, strategical  fortresses  and  armaments  not  nec- 
essary for  domestic  and  internal  control.  It  must, 
also,  give  place  to  at  least  three  distinct  branches 
in  addition  to  the  superior  executiye  branch,  as  fol- 
lows :  An  international  legislative  department ;  an 
international  judiciary' ;  an  international  executive 
department,  including  the  international  police  force 
and  the  superior  executive  council.  Many  other  pro- 
visions are  necessary'  to  perfect  the  league  but  these 
may  not  all  come  at  once  nor  even  during  the  pres- 
ent generation.  Few  if  any  nations  will  care  to 
bear  the  whole  burden  of  international  police  duty 
when  there  is  nothing  to  be  gained  by  it,  and  when 
there  is  a  still  more  responsible  body — the  league  of 
nations — able  and  willing  to  assume  the  responsi- 
bility and  share  the  burden  in  the  interest  of  all. 

The  covenant  of  the  league  of  nations  as  now  es- 
tablished is  merely  a  tentative  draft  that  will  and 
must  be  greath'  modified  before  its  final  adoption, 
but  even  then  it  will  be  left  open  to  future  modifica- 
tion as  greater  intelligence  and  truer  democrac}' 
show  the  need.  While  the  league  of  nations  is  a  bio- 
logical necessity,  if  humanity  is  to  prosper  and  civili- 
zation to  advance,  yet  it  can  not  be  established  nor 
advanced  in  opposition  to  public  opinion.  Never 
before  has  the  world  turned  with  such  faith  and  con- 


288  Education,  Democracy,  the  League  of  Nations 

fidence  in  the  genuine  democracy  of  the  United 
States,  and  notwithstanding  the  disappointing  criti- 
cism of  the  league  by  men  in  high  places,  it  will  not 
turn  in  vain.  The  United  States  will  ring  true  to  her 
promises,  keep  the  faith  of  her  democracy,  and  bear 
without  cavil  her  share  of  the  world's  burden.  Every- 
thing that  tends  to  better  the  condition  of  humanity, 
lighten  the  burdens  of  the  weak  and  toiling,  and 
relieve  the  suffering  of  women  and  children,  finds  a 
sympathetic  cord  that  will  continue  to  grow  and 
remain  close  to  the  heart  of  the  people.  With  the 
increase  of  intelligence  and  genuine  democracy  will 
occur  the  increase  of  faith  and  confidence  in  the 
democratic  league  of  nations  as  the  only  possible 
road  to  international  justice,  personal  freedom,  and 
permanent  peace. 


CHAPTER  XXVII 

DEMOCRACY   AXD   THE    LEAGUE   OF   NATIONS  ^ 

To  one  unfamiliar  with  the  sanity,  honesty,  intel- 
ligence, and  trustworthiness  of  the  common  people 
or  working  classes  the  unanimity  of  the  voice  for  the 
league  of  nations  somewhat  similar  to  the  covenant 
approved  by  the  plenary  council  February  14th, 
1919,  is  surprising.  The  people  have  grown  tired  of 
wars  with  their  favoritism  to  the  special  classes  and 
their  cruel  and  inhuman  treatment  of  the  masses. 
They  are  beginning  to  see  that  the  autocratic  and 
imperialistic  methods  of  competition  and  commercial 
rivalry  breed  war  and  deception,  while  the  demo- 
cratic methods  of  co-operation  and  mutual  helpful- 
ness breed  peace,  justice,  fairness.  Nine-tenths  of 
humanity  prefer  the  latter,  believe  in  law  and  or- 
der, a  democratic  league  of  nations,  the  reorganiza- 
tion of  society  through  peaceful  methods,  and  are 
ready  to  make  great  personal  sacrifices  in  order  to 
fulfill  these  desires  and  aims. 

The  further  evolution  of  man  has  become  impos- 
sible  without   the   international    union    of    interests 

'Lincoln,  Nebraska,  March  28,  1919. 

289 


290  Education,  Democracy,  the  League  of  Natio?is 

now  made  possible  through  a  league  of  nations,  and 
the  complete  reorganization  of  education,  industry, 
commerce,  and  the  social,  political,  and  religious  life 
according  to  the  fundamental  principles  of  democ- 
racy and  individual  and  national  co-operation  as 
against  those  of  autocracy,  competition,  and  double 
dealing.  This  necessity-  of  the  democratic  reor- 
ganization of  human  society  is  no  longer  a  mere 
theory  of  the  idealist,  but  the  change  will  be  far 
more  difficult  of  accomplishment  than  is  3'et  per- 
ceived by  any  except  the  most  cultured  minds.  The 
problem  is  so  vast  and  vital  to  future  humanity  that 
those  who  do  not  have  a  clear,  accurate,  and  unsel- 
fish vision  of  the  needs  and  essentials  should  give  way 
to  those  who  have  and  trust  in  the  honor  and  vir- 
tue of  their  chosen  leaders  of  the  peace  congress  until 
they  have  had  time  to  act.  Here  is  the  weakness  of 
autocracy,  so  long  used  to  dictating  and  taking 
undue  advantage  of  every  opportunity  for  selfish 
gain:  the  war  for  democracy  over,  it  does  not  see  wh}- 
it  can  not  fix  the  conditions  of  peace  so  as  to  gain 
as  usual  the  principal  loaves  and  fishes  and  to  save 
to  the  world  its  autocratic  methods  of  competition, 
personal  advantage,  and  deceit.  Democrac}-  after 
its  awakening  and  struggle  is  not  likely  to  fall  asleep 
on  guard,  but  if  it  does  it  will  hear  from  the  people 
at  home  who  may  create  disturbances  never  seen  be- 
fore, reaching  in  some  instances  to  revolutions.  But 
it  hardly  seems  possible  that  a  league  of  nations  and 


Democracy  and  the  League  of  Nations    291 

democratic  peace  will  be  denied  the  cry  of  the  com- 
mon people  and  democratic  hosts  at  home. 

One  finds  that  most  people  who  have  given  the  mat- 
ter careful  thought  are  in  sympathy  with  the  plan  of 
the  president  and  the  covenant  of  the  league  of  na- 
tions as  now  established.  But  they  realize  the  dan- 
ger of  an  autocratic  rather  than  a  democratic  league 
and  believe  that  now  is  the  time  for  frank,  open, 
sympathetic  discussion  of  the  organization  and  con- 
stitution of  the  league.  Partisan  and  unjust  criti- 
cism of  the  league  will  be  resented.  Most  people 
realize  that  the  peace  delegates  are  in  a  situation  to 
act  far  more  intelligently  concerning  the  vital  needs 
of  the  league  and  what  can  and  can  not  be  inserted 
than  those  of  equal  intelligence  at  home.  Surely  the 
peace  delegates  appreciate  the  dangers  as  keenly  as 
others.  It  should  be  the  desire  of  all  to  help  but 
not  to  hinder  the  coming  era  of  peace,  co-operation, 
and  world  democracy'. 

For  one  I  fail  to  see  either  the  wisdom  or  the 
justice  of  raising  the  question  of  the  Monroe  doc- 
trine or  of  inserting  a  clause  bearing  on  it  in  the 
league.  The  United  States  certainly  does  not  ask 
for  favors  or  special  privileges  that  she  would  not  be 
willing  in  turn  to  grant  to  others.  How  might  the 
same  privilege  work  if  granted  to  Japan  over  China, 
or  if  the  big  stick  were  put  in  the  hands  of  any  other 
one  nation  to  keep  the  peace  and  protect  the  inter- 
ests of  others?     If  I  understand  correctly  the  mean- 


292  Education,  Democracy,  the  League  of  Nations 

ing  and  purpose  of  the  Monroe  doctrine,  the  league 
of  nations  when  once  formed — as  it  is  sure  to  be  in 
time — will  become  responsible  for  its  future  execu- 
tion, relieving  the  United  States  from  assuming  the 
whole  burden  of  the  thankless  task  of  protecting 
herself  and  the  other  American  republics  from  for- 
eign invasion  and  aggression.  If  there  were  no  league 
of  nations  established  to  guarantee  the  spirit  of 
the  Monroe  doctrine  and  make  it  the  world  doctrine, 
it  would  have  been  advisable,  at  least  in  the  near 
future,  to  have  placed  the  execution  and  direction  of 
the  Monroe  doctrine  into  the  hands  of  the  Pan- 
American  congress  or  league.  Most  of  the  American 
republics  prefer  to  have  the  Monroe  doctrine  and 
their  national  independence  guaranteed  by  the  league 
of  nations  than  by  the  United  States  alone,  and  they 
are  right  in  their  judgment.  Since  it  is  a  thankless 
and  unappreciated  job,  never  intended  for  selfish 
gain,  why  should  this  democratic  nation  hesitate  to 
permit  the  league  of  nations  organized  for  the  better 
protection  of  all  to  assume  at  least  in  part  the  bur- 
den so  generously  borne  for  nearly  a  hundred  vears  ? 
The  change  will  in  no  v^ay  weaken  true  democracy 
nor  the  sovereignty  of  the  nation.  The  United 
States  entered  the  war  to  protect  and  extend  democ- 
racy ;  to  destroy  military  autocracy  and  wars  of 
aggression;  to  establish  international  justice,  re- 
spect for  law  and  order,  square  dealing,  and  perma- 
nent peace.     The  work  is  not  yet  finished  nor  the  aim 


Democracy  and  the  League  of  Nations     293 

fulfilled,  nevertheless,  the  nation  with  many  others 
is  still  on  the  job  and  destined  to  remain  so  until 
every  promise  that  helped  to  win  the  war  has  been 
redeemed;  the  worth}-  aspiration  of  humanity  at- 
tained; the  world  made  safe  for  democracy,  wherein 
intelligence  and  worth  shall  be  favored ;  the  innocent 
permitted  to  go  free  but  the  guilty  to  be  justly  pun- 
ished. This  is  the  problem  that  united  democracy 
has  undertaken  to  solve  and  the  interests  of  the  peo- 
ple will  keep  the  world  in  disappointing  agitation  un- 
til the  correct  solution  is  found. 


CHAPTER  XXVIII 

DEMOCRACY  AND  THE  LEAGUE  OF  NATIONS^ 

(Continued) 

For  more  than  a  hundred  years  the  United  States 
has  been  the  leading  representative  of  democracy  in 
the  "world.  It  is  to  this  nation  more  than  to  any 
other  that  the  birth  of  the  league  of  nations  is  due. 
The  league  as  now  being  ratified  by  European  na- 
tions is  strictly  a  democratic  doctrine  and  represents 
the  longing  and  true  spirit  of  nine-tenths  of  the  peo- 
ple of  the  world.  Should  the  country  of  its  birth 
show  lack  of  confidence  in  the  admirable  service  of 
its  peace  delegates  and  fail  to  ratify  without  disturb- 
ing reservation  the  treaty  and  league,  it  would  be  a 
tragedy  to  the  nation  and  humanity  comparable  only 
to  the  death  of  Christ.  Such  a  result  hardh^  seems 
possible  to  emanate  from  the  trusted  rulers  of  this 
democratic  country.  Never  before  in  the  history  of 
the  world  has  such  a  worthy,  democratic  covenant 
been  presented  for  ratification,  and  never  before  has 
there  been  such  an  excellent  opportunity  for  all  the 
nations  of  the  world  to  unite  in  healthful  co-opera- 

'  September  8,  1919. 

294 


Democracy  and  the  League  of  Nations     295 

tion,  international  justice,  permanent  peace,  and 
good  will. 

Democracy  won  the  war  and  showed  great  inherent 
strength  when  aroused  and  united,  but  it  is  now 
passing  through  a  severer  testing,  that  of  the  tired 
soldier  on  guard  duty  after  the  first  battle  is  won. 
The  treaty  and  league  of  nations  have  now  pro- 
gressed far  enough  to  be  permanently  established, 
shaping  future  world  policies  without  the  further  as- 
sistance of  the  United  States;  but  how  much  more 
desirable  for  the  world  and  all  parties  concerned  if 
the  United  States  that  has  already  sacrificed  so 
much  for  the  league  of  nations,  better  government, 
and  truer  human  relations,  should  assume  its  true 
share  of  responsibility  in  international  affairs.  The 
world  war  and  the  hopes  created  through  the  four- 
teen points  and  other  expressions  of  policy-  have 
turned  the  attention  of  the  suppressed  peoples  of  all 
nations  to  the  democrac}^  love  of  liberty,  personal 
justice,  and  altruistic  spirit  of  the  people  of  the 
United  States.     Shall  they  seek  in  vain? 

For  centuries  the  peoples  of  the  world  have  been 
ruled  by  small  minorities,  the  autocratic  few.  This  is 
undemocratic  and  can  only  succeed  where  the  masses 
are  kept  in  ignorance,  falsely  educated,  or  held  in 
submission  through  might  and  military  force.  With 
the  league  of  nations  established  throughout  the 
world,  armaments,  except  for  domestic  police,  will 
soon    be    of    the    past.      Not    the    ten    per    cent    as 


296  Education,  Democracy,  the  League  of  Nations 

now  but  all  the  people  of  the  nation  will  come  in  for 
their  appropriate  share  of  responsibility  and  reward 
in  their  countr3''s  struggles  and  development. 
"WHiether  the  minority  that  dictates  and  controls  con- 
sists of  the  autocratic  three  per  cent  or  the  radical 
socialistic  (bolshevik)  seven  per  cent  of  the  people 
matters  but  little  to  the  democratic  masses.  In  either 
case  such  a  government  is  false,  destructive  of  the 
best  interests  of  humanity,  unbearable,  antagonistic 
to  civilization,  and  can  only  be  maintained  through 
military  force. 

Democracy  has  its  weaknesses.  The  larger  and 
more  complex  the  nation  the  more  difficult  to  give 
voice  to  the  individual  in  the  affairs  of  the  nation, 
or  to  give  true  expression  of  the  group  intelligence 
of  the  nation  on  any  particular  subject.  In  a  de- 
mocracy in  which  a  large  per  cent  of  the  people  are 
ignorant  or  in  which  the  citizenship  varies  greath' 
in  intelligence  a  majority  may  mean  but  little  in 
prognosticating  the  true  wish  of  the  people.  A  few 
demagogues  by  means  of  skillful  oratory,  control  of 
the  press,  and  by  secret  manipulation  of  special  in- 
terests are  frequently'  able  to  carry  an  important 
election  causing  the  people  to  vote  away  their  free- 
dom, riveting  the  chains  that  are  to  hold  them  in 
perpetual  bondage.  With  the  league  of  nations 
ratified  the  good  people  of  all  countries  will  be  able 
to  turn  their  attention  to  perfecting  the  form  of  gov- 
ernment and  the  democracy  of  the  people  upon  which 


Democracy  and  the  League  of  Nations     297 

the  league  is  based.  Already  man}'  of  the  new  de- 
mocracies are  substituting  for  majority  representa- 
tion, proportional  representation,  which  is  much 
more  democratic  and  wholesome. 

As  suggested  b}'  certain  critics,  the  United  States 
might  repudiate  its  promises  to  the  entente  powers, 
refuse  to  ratify  the  treaty  and  league,  make  a  sep- 
arate treaty  with  German}'  under  great  humiliation, 
take  over  the  Prussian  militar}^  system,  create  a 
mighty  standing  army,  cut  loose  from  the  trade,  co- 
operation, and  uplift  of  the  nations  of  the  world, 
paddle  its  own  canoe  and  maintain  its  independence 
and  isolation  at  whatever  cost ;  but  such  a  condition 
is  inconceivable  to  an}'  intelligent  citizen  who  has 
carefully  read  the  alternative  to  such  a  course  as 
expressed  in  the  treaty  and  league  of  nations,  prob- 
ably not  meeting  completely  the  wishes  of  anyone  but 
nevertheless  one  of  the  most  important  documents  for 
human  weal  that  has  ever  been  devised  by  man. 

With  the  partisan  criticism  developed  against  the 
league  of  nations  it  behooves  every  intelligent  patrio- 
tic citizen  to  study  with  care  the  treaty  and  cove- 
nant and  then  become  active  in  shaping  public  opin- 
ion in  this  crucial  period  of  our  nation's  history. 


CHAPTER  XXIX 

THE   REVISED   COVEXAXT  OF   THE   LEAGUE   OF  NATIONS, 
AS    ADOPTED    BY    THE    PLENARY    SESSION    OF    THE 
world's  peace  congress,  PARIS,  APRIL    28,    1919 

PREAMBLE 

In  order  to  promote  international  co-operation 
and  to  achieve  international  peace  and  security,  by 
the  acceptance  of  obligations  not  to  resort  to  war, 
by  the  prescription  of  open,  just  and  honorable  rela- 
tions between  nations,  by  the  firm  establishment  of 
the, understandings  of  international  law  as  to  actual 
rule  of  conduct  among  Governments,  and  by  the 
maintenance  of  justice  and  a  scrupulous  respect  for 
all  treaty  obligations  in  the  dealings  of  organized 
peoples  with  one  another,  the  high  contracting  par- 
ties agree  to  this  covenant  of  the  league  of  nations. 

ARTICLE  I 

The  original  members  of  the  league  of  nations 
shall  be  those  of  the  signatories  which  are  named 
in  the  annex  to  this  covenant  and  also  such  of  those 
other  states  named  in  the  annex  as  shall  accede  with- 

298 


Revised  Covenant  of  League  of  Xations     299 

out  reservation  to  this  covenant.  Such  accessions 
shall  be  effected  by  a  declaration  deposited  with  the 
Secretariat  within  two  months  of  the  coming  into 
force  of  the  covenant.  Notice  thereof  shall  be  sent 
to  all  other  members  of  the  league. 

An}'  fully  self-governing  state,  dominion  or  colony 
not  named  in  the  annex  ma}'  become  a  member  of  the 
league  if  its  admission  is  agreed  to  by  two-thirds  of 
the  assembly,  provided  that  it  shall  give  effective 
guarantees  of  its  sincere  intention  to  observe  its  in- 
ternational obligations  and  shall  accept  such  regula- 
tions as  may  be  prescribed  by  the  league  in  regard 
to  its  military  and  naval  forces  and  armaments. 

Any  member  of  the  league  ma}',  after  two  years' 
notice  of  its  intention  so  to  do,  withdraw  from  the 
league,  provided  that  all  its  international  obliga- 
tions and  all  its  obligations  under  this  covenant  shall 
have  been  fulfilled  at  the  time  of  its  withdrawal. 

ARTICLE   n 

The  action  of  the  league  under  this  covenant  shall 
be  effected  through  the  instrumentality  of  an  As- 
sembly and  of  a  Council,  with  a  permanent  Secre- 
tariat. 

ARTICLE  in 

The  Assembly  shall  consist  of  representatives  of 
the  members  of  the  league. 

The  Assemblv  shall  meet  at  stated  intervals,  and 


300  Education,  Democracy,  the  League  of  Nations 

from  time  to  time  as  occasion  may  require,  at  the 
seat  of  the  league,  or  at  such  other  place  as  may  be 
decided  upon. 

The  Assembly  may  deal  at  its  meetings  with  any 
matter  within  the  sphere  of  action  of  the  league  or 
affecting  the  peace  of  the  world. 

At  meetings  of  the  Assembly  each  member  of  the 
league  shall  have  one  vote,  and  may  have  not  more 
than  three  representatives. 


ARTICLE   IV 

The  Council  shall  consist  of  representatives  of  the 
United  States  of  America,  of  the  British  Empire,  of 
France,  of  Italy,  and  of  Japan,  together  with  rep- 
resentatives of  four  other  members  of  the  league. 
These  four  members  of  the  league  shall  be  selected  by 
the  Assembly  from  time  to  time  in  its  discretion. 
Until  the  appointment  of  the  representatives  of  the 
four  members  of  the  league  first  selected  by  the  As- 
sembly, representatives  of  Belgium,  Brazil,  Greece 
and  Spain  shall  be  members  of  the  Council. 

With  the  approval  of  the  majonty  of  the  Assem- 
bly, the  Council  may  name  additional  members  of  the 
league,  whose  representatives  shall  always  be  mem- 
bers of  the  Council ;  the  Council  with  like  approval 
may  increase  the  number  of  members  of  the  league 
to  be  selected  by  the  Assembly  for  representation  on 
the  Council. 


Revised  Covenant  of  League  of  Xations     301 

The  Council  shall  meet  from  time  to  time  as  occa- 
sion may  require,  and  at  least  once  a  year,  at  the 
seat  of  the  league,  or  at  such  other  place  as  may  be 
decided  upon. 

The  Council  may  deal  at  its  meetings  with  any 
matter  within  the  sphere  of  action  of  the  league  or 
affecting  the  peace  of  the  world. 

Any  member  of  the  league  not  represented  on  the 
Council  shall  be  invited  to  send  a  representative  to 
sit  as  a  member  at  any  meeting  of  the  Council  during 
the  consideration  of  matters  specially  affecting  the 
interests  of  that  member  of  the  league. 

At  meetings  of  the  Council,  each  member  of  the 
league  represented  on  the  Council  shall  have  one 
vote,  and  may  have  not  more  than  one  representa- 
tive. 

ARTICLE    V 

Except  where  otherwise  expressly  provided  in  this 
covenant,  or  by  the  terms  of  this  treaty,  decisions 
at  any  meeting  of  the  Assembly  or  of  the  Council 
shall  require  the  agreement  of  all  the  members  of 
the  league  represented  at  the  meeting. 

All  matters  of  procedure  at  meetings  of  the  As- 
sembly or  the  Council,  the  appointment  of  commit- 
tees to  investigate  particular  matters,  shall  be  regu- 
lated by  the  Assembly  or  by  the  Council  and  may 
be  decided  by  a  majority  of  the  members  of  the 
league  represented  at  the  meeting. 


302   Education,  Democracy,  the  League  of  Nations 

The  first  meeting  of  the  Assembly'  and  the  first 
meeting  of  the  Council  shall  be  summoned  by  the 
President  of  the  United  States  of  America. 


ARTICLE    VI 

The  permanent  Secretariat  shall  be  established  at 
the  seat  of  the  league.  The  Secretariat  shall  com- 
prise a  Secretary  General  and  such  secretaries  and 
staff  as  may  be  required. 

The  first  Secretary  General  shall  be  the  person 
named  in  the  annex;  thereafter  the  Secretary  Gen- 
eral shall  be  appointed  by  the  Council  with  the  ap- 
proval of  the  majority  of  the  Assembly. 

The  secretaries  and  the  staff  of  the  Secretariat 
shall  be  appointed  by  the  Secretary'  General  with 
the  approval  of  the  Council. 

The  Secretary  General  shall  act  in  that  capacity 
at  all  meetings  of  the  Assembly  and  of  the  Council. 

The  expenses  of  the  Secretariat  shall  be  borne  by 
the  members  of  the  league  in  accordance  with  the 
apportionment  of  the  expenses  of  the  International 
Bureau  of  the  Universal  Postal  Union. 

ARTICLE  VII 

The  seat  of  the  league  is  established  at  Geneva. 
The  Council  may  at  any  time  decide  that  the  seat 
of  the  league  shall  be  established  elsewhere. 


Revised  Covenant  of  League  of  Xations     303 

All  positions  under  or  in  connection  with  the 
league,  including  the  Secretariat,  shall  be  open 
equally  to  men  and  women. 

Representatives  of  the  members  of  the  league  and 
officials  of  the  league  when  engaged  on  the  business 
of  the  league  shall  enjo\'  diplomatic  privileges  and 
immunities. 

The  buildings  and  other  property-  occupied  by  the 
league  or  its  officers  or  by  representatives  attending 
its  meetings  shall  be  inviolable, 

ARTICLE  VIII 

The  members  of  the  league  recognize  that  the 
maintenance  of  a  peace  requires  the  reduction  of  na- 
tional armaments  to  the  lowest  point  consistent  with 
national  safety  and  the  enforcement  by  common  ac- 
tion of  international  obligations. 

The  Council,  taking  account  of  the  geographical 
situation  and  circumstances  of  each  state,  shall  for- 
mulate plans  for  such  reduction  for  the  consideration 
and  action  of  the  several  Governments. 

Such  plans  shall  be  subject  to  reconsideration 
and  revision  at  least  ever}'  ten  j'ears. 

After  these  plans  shall  have  been  adopted  b}'  the 
several  Governments,  limits  of  armaments  therein 
fixed  shall  not  be  exceeded  without  the  concurrence 
of  the  Council. 

The  members  of  the  league  agree  that  the  manu- 


304   Education,  Democracy,  the  League  of  Nations 

facture  by  private  enterprise  of  munitions  and  imple- 
ments of  war  is  open  to  grave  objections.  The 
Council  shall  advise  how  the  evil  effects  attendant 
upon  such  manufacture  can  be  prevented,  due  regard 
being  had  to  the  necessities  of  those  members  of  the 
league  which  are  not  able  to  manufacture  the  muni- 
tions and  implements  of  war  necessary  for  their 
safety. 

The  members  of  the  league  undertake  to  inter- 
change full  and  frank  information  as  to  the  scale 
of  their  armaments,  their  military  and  naval  pro- 
grammes and  the  condition  of  such  of  their  indus- 
tries as  are  adaptable  to  war-like  purposes. 


ARTICLE   IX 

A  permanent  commission  shall  be  constituted  to 
advise  the  Council  on  the  execution  of  the  provisions 
of  Articles  I  and  VIII  and  on  military  and  naval 
questions  generally. 

ARTICLE   X 

The  members  of  the  league  undertake  to  respect 
and  preserve  as  against  external  aggression  the  ter- 
ritorial integrity  and  existing  political  independence 
of  all  members  of  the  league.  In  case  of  any  such 
aggression  or  in  case  of  any  threat  or  danger  of 


Revised  Covenant  of  League  of  Nations     305 

such  aggression,  the  Council  shall  advise  upon  the 
means  by  which  this  obligation  shall  be  fulfilled. 


ARTICLE   XI 

Any  war  or  threat  of  war,  whether  immediateb 
affecting  any  of  the  members  of  the  league  or  not, 
is  hereby  declared  a  matter  of  concern  to  the  whole 
league,  and  the  league  shall  take  any  action  that 
may  be  deemed  wise  and  effectual  to  safeguard  the 
peace  of  nations.  In  case  any  such  emergency 
should  arise,  the  Secretary  General  shall,  on  the^ 
request  of  any  member  of  the  league,  forthwith  sum- 
mon a  meeting  of  the  Council. 

It  is  also  declared  to  be  the  fundamental  right  of 
each  member  of  the  league  to  bring  to  the  attention 
of  the  Assembl}'  or  of  the  Council  any  circumstance 
whatever  affecting  international  relations  which 
threatens  to  disturb  either  the  peace  or  the  good 
understanding  between  nations  upon  which  peace  de- 
pends. 

ARTICLE  XII 

The  members  of  the  league  agree  that  if  there 
should  arise  between  them  any  dispute  likely  to  lead 
to  a  rupture,  they  will  submit  the  matter  either  to 
arbitration  or  to  inquiry  by  the  Council,  and  they 
agree  in  no  case  to  resort  to  war  until  three  months 


306  Education,  Democracy,  the  League  of  Nations 

after  the  award  by  the  arbitrators  or  the  report  by 
the  Council. 

In  any  case  under  this  article  the  award  of  the 
arbitrators  shall  be  made  within  a  reasonable  time, 
and  the  report  of  the  Council  shall  be  made  within 
six  months  after  the  submission  of  the  dispute. 


ARTICLE  XIII 

The  members  of  the  league  agree  that  whenever 
any  dispute  shall  arise  between  them  which  they 
recognize  to  be  suitable  for  submission  to  arbitration 
and  which  cannot  be  satisfactorily  settled  by  diplo- 
macy, they  will  submit  the  whole  subject  matter  to 
arbitration.  Disputes  as  to  the  interpretation  of  a 
treaty,  as  to  an}^  question  of  international  law,  as 
to  the  existence  of  an}'  fact  which  if  established 
would  constitute  a  breach  of  any  international  obli- 
gation, or  as  to  the  extent  and  nature  of  the  repara- 
tion to  be  made  for  any  such  breach,  are  declared  to 
be  among  those  which  are  generally  suitable  for  sub- 
mission to  arbitration.  For  the  consideration  of 
any  such  dispute  the  court  of  arbitration  to  which 
the  case  is  referred  shall  be  the  court  agreed  on  by 
the  parties  to  the  dispute  or  stipulated  in  any  con- 
vention existing  between  them. 

The  members  of  the  league  agree  that  they  will 
carry  out  in  full  good  faith  any  award  that  ma}-  be 


Revised  Covenant  of  League  of  Xations     307 

rendered  and  that  they  will  not  resort  to  war  against 
a  member  of  the  league  which  complies  therewith.  In 
the  event  of  any  failure  to  carry  out  such  an  award, 
the  Council  shall  propose  what  steps  should  be  taken 
to  give  effect  thereto. 


ARTICLE    XIV 

The  executive  council  shall  formulate  plans  for 
the  establishment  of  a  permanent  court  of  interna- 
tional justice  and  this  court  shall,  when  established, 
be  competent  to  hear  and  determine  any  matter 
which  the  parties  recognized  as  suitable  for  submis- 
sion to  it  for  arbitration  under  the  foregoing  article. 


ARTICLE  XV 

If  there  should  arise  between  members  of  the 
league  any  dispute  likely  to  lead  to  a  rupture,  which 
is  not  submitted  to  arbitration  as  above,  the  members 
of  the  league  agree  that  they  will  submit  the  matter 
to  the  Council.  Any  party  to  the  dispute  may  effect 
such  submission  by  giving  notice  of  the  existence  of 
the  dispute  to  the  Secretary-General,  who  will  make 
all  necessary  arrangements  for  a  full  investigation 
and  consideration  thereof.  For  this  purpose  the 
parties  to  the  dispute  will  communicate  to  the  Secre- 
tary-General, as  promptly  as  possible,  statements  of 


308  Education,  Democracy,  the  League  of  Nations 

their  case,  all  the  relevant  facts  and  papers ;  and  the 
Council  may  forthwith  direct  the  publication  there- 
of. 

The  Council  shall  endeavor  to  effect  a  settlement 
of  any  dispute,  and  if  such  efforts  are  successful,  a 
statement  shall  be  made  public  giving  such  facts 
and  explanations  regarding  the  dispute  and  terms 
of  settlement  thereof  as  the  Council  may  deem  appro- 
priate. 

If  the  dispute  is  not  thus  settled,  the  Council  either 
unanimously  or  by  a  majority  vote  shall  make  and 
publish  a  report  containing  a  statement  of  the  facts 
of  the  dispute  and  the  recommendations  which  are 
deemed  just  and  proper  in  regard  thereto. 

Any  member  of  the  league  represented  on  the 
Council  may  make  public  a  statement  of  the  facts 
of  the  dispute  and  of  its  conclusions  regarding  the 
same. 

If  a  report  by  the  Council  is  unanimously  agreed 
to  by  the  members  thereof,  other  than  the  represen- 
tatives of  one  or  more  of  the  parties  to  the  dispute, 
the  members  of  the  league  agree  that  they  will  not 
go  to  war  with  any  party  to  the  dispute  which  com- 
plies with  the  recommendations  of  the  report. 

If  the  Council  fails  to  reach  a  report  which  is 
unanimously  agreed  to  by  the  members  thereof,  other 
than  the  representatives  of  one  or  more  of  the  parties 
to  the  dispute,  the  members  of  the  league  reserve  to 


Revised  Covenant  of  League  of  Nations     309 

themselves  the  right  to  take  such  action  as  they 
shall  consider  necessary  for  the  maintenance  of  right 
and  justice. 

If  the  dispute  between  the  parties  is  claimed  by 
one  of  them,  and  is  found  by  the  Council  to  arise 
out  of  a  matter  which  by  international  law  is  solel}' 
within  the  domestic  jurisdiction  of  that  party,  the 
Council  shall  so  report,  and  shall  make  no  recom- 
mendation as  to  its  settlement. 

The  Council  may  in  any  case  under  this  article 
refer  the  dispute  to  the  Assembly.  The  dispute  shall 
be  so  referred  at  the  request  of  either  party  to  the 
dispute,  provided  that  such  request  be  made  within 
fourteen  days  after  the  submission  of  the  dispute  to 
the  Council. 

In  an}^  case  referred  to  the  Assembly  all  the  pro- 
visions of  this  article  and  of  Article  XII  relating  to 
the  action  and  powers  of  the  Council  shall  apply  to 
the  action  and  powers  of  the  Assembly,  provided  that 
a  report  made  by  the  Assembly,  if  concurred  in  by 
the  representatives  of  those  members  of  the  league 
represented  on  the  Council  and  of  a  majority  of  the 
other  members  of  the  league,  exclusive  in  each  case 
of  the  representatives  of  the  parties  to  the  dispute, 
shall  have  the  same  force  as  a  report  by  the  Council 
concurred  in  by  all  the  members  thereof  other  than 
the  representatives  of  one  or  more  of  the  parties  to 
the  dispute. 


310  Education,  Democracy,  the  League  of  Nations 


ARTICLE  XVI 


Should  any  member  of  the  league  resort  to  war  in 
disregard  of  its  covenants  under  Articles  XII,  XIII, 
or  XV,  it  shall  ipso  facto  be  deemed  to  have  com- 
mitted an  act  of  war  against  all  the  other  members 
of  the  league,  which  hereby  undertake  immediately 
to  subject  it  to  the  severance  of  all  trade  or  financial 
relations,  the  prohibition  of  all  intercourse  between 
their  nationals  and  the  nationals  of  the  covenant- 
breaking  state  and  the  prevention  of  all  financial, 
commercial,  or  personal  intercourse  between  the  na- 
tionals of  the  covenant-breaking  state  and  the  na- 
tionals of  any  other  state,  whether  a  member  of  the 
league  or  not. 

It  shall  be  the  duty  of  the  Council  in  such  case  to 
recommend  to  the  several  Governments  concerned 
what  effective  military  or  naval  forces  the  members 
of  the  league  shall  severally  contribute  to  the  arma- 
ments of  forces  to  be  used  to  protect  the  covenants 
of  the  league. 

The  members  of  the  league  agree,  further,  that 
they  will  mutually  support  one  another  in  the  finan- 
cial and  economic  measures  which  are  taken  under 
this  article,  in  order  to  minimize  the  loss  and  incon- 
venience resulting  from  the  above  measures,  and  that 
they  will  mutually  support  one  another  in  resisting 
any  special  measures  aimed  at  one  of  their  number 
by  the  covenant-breaking  state,  and  that  they  will 


Revised  Covenant  of  League  of  Nations     311 

take  the  necessary  steps  to  afford  passage  through 
their  territory  to  the  forces  of  any  of  the  members 
of  the  league  which  are  co-operating  to  protect  the 
covenants  of  the  league. 

Any  member  of  the  league  which  has  violated  any 
covenant  of  the  league  may  be  declared  to  be  no 
longer  a  member  of  the  league  by  a  vote  of  the  Coun- 
cil concurred  in  by  the  representatives  of  all  the  other 
members  of  the  league  represented  thereon. 

ARTICLE  XVII 

In  the  event  of  a  dispute  between  a  member  of  the 
league  and  a  state  which  is  not  a  member  of  the 
league,  or  between  states  not  members  of  the  league, 
the  state  or  states  not  members  of  the  league  shall 
be  invited  to  accept  the  obligations  of  membership  in 
the  league  for  the  purposes  of  such  dispute,  upon 
such  conditions  as  the  Council  may  deem  just.  If 
such  invitation  is  accepted,  the  provisions  of  Articles 
XII  to  XVI  inclusive  shall  be  applied  with  such 
modifications  as  may  be  deemed  necessary  by  the 
Council. 

Upon  such  invitation  being  given,  the  Council 
shall  immediately  institute  an  inquiry  into  the  cir- 
cumstances of  the  dispute  and  recommend  such  ac- 
tion as  may  seem  best  and  most  effectual  in  the 
circumstances. 

If  a  state  so  invited  shall  refuse  to  accept  the  ob- 


312  Education,  Democracy,  the  League  of  Nations 

ligations  of  membership  in  the  league  for  the  pur- 
poses of  such  dispute,  and  shall  resort  to  war  against 
a  member  of  the  league,  the  provisions  of  Article 
XVI  shall  be  applicable  as  against  the  state  taking 
such  action. 

If  both  parties  to  the  dispute,  when  so  invited,  re- 
fuse to  accept  the  obligations  of  membership  in  the 
league  for  the  purposes  of  such  dispute,  the  Council 
may  take  such  measures  and  make  such  recommen- 
dations as  will  prevent  hostilities  and  will  result  in 
the  settlement  of  the  dispute. 

ARTICLE  xvin 

Every  convention  or  international  engagement  en- 
tered into  henceforward  by  any  member  of  the  league 
shall  be  forthwith  registered  with  the  Secretariat 
and  shall  as  soon  as  possible  be  published  by  it.  No 
such  treaty  or  international  engagement  shall  be 
binding  until  so  registered. 

ARTICLE  XIX 

The  Assembly  may  from  time  to  time  advise  the 
reconsideration  by  members  of  the  league  of  treaties 
which  have  become  inapplicable,  and  the  considera- 
tion of  international  conditions  whose  continuance 
might  endanger  the  peace  of  the  world. 


Revised  Covenant  of  League  of  Nations     313 


AETICLE  XX 


The  members  of  the  league  severally  agree  that 
this  covenant  is  accepted  as  abrogating  all  obliga- 
tions or  understandings  inter  se  which  are  incon- 
sistent with  the  terms  thereof,  and  solemnly  under- 
take that  they  will  not  hereafter  enter  into  any 
engagements  inconsistent  with  the  terms  thereof. 

In  case  members  of  the  league  shall,  before  becom- 
ing a  member  of  the  league,  have  undertaken  any 
obligations  inconsistent  with  the  terms  of  this  cove- 
nant, it  shall  be  the  duty  of  such  member  to  take 
immediate  steps  to  procure  its  release  from  such 
obligations. 

ARTICLE  XXI 

Nothing  in  this  covenant  shall  be  deemed  to  affect 
the  validity  of  international  engagements  such  as 
treaties  of  arbitration  or  regional  understandings 
like  the  Monroe  Doctrine  for  securing  the  main- 
tenance of  peace. 

ARTICLE  xxn 

To  those  colonies  and  territories  which  as  a  con- 
sequence of  the  late  war  have  ceased  to  be  under  the 
sovereignty  of  the  states  which  formerly  governed 
them  and  which  are  inhabited  by  peoples  not  yet  able 
to  stand  bv  themselves  under  the  strenuous  condi- 


314  Education,  Democracy,  tJie  League  of  Nations 

tions  of  the  modern  world,  there  should  be  applied 
the  principle  that  the  well  being  and  development  of 
such  peoples  form  a  sacred  trust  of  civilization  and 
that  securities  for  the  performance  of  this  trust 
should  be  embodied  in  this  covenant. 

The  best  method  of  giving  practicable  effect  to 
this  principle  is  that  the  tutelage  of  such  peoples 
be  intrusted  to  advanced  nations  who,  by  reason  of 
their  resources,  their  experience  or  their  geograph- 
ical position,  can  best  undertake  this  responsibility, 
and  who  are  willing  to  accept  it,  and  that  this  tute- 
lage should  be  exercised  by  them  as  mandataries  on 
behalf  of  the  league. 

The  character  of  the  mandate  must  differ  accord- 
ing to  the  stage  of  the  development  of  the  people, 
the  geographical  situation  of  the  territory,  its  eco- 
nomic condition  and  other  similar  circumstances. 

Certain  communities  formerly  belonging  to  the 
Turkish  Empire  have  reached  a  stage  of  development 
where  their  existence  as  independent  nations  can  be 
provisionally  recognized,  subject  to  the  rendering  of 
administrative  advice  and  assistance  by  a  mandatary 
until  such  time  as  they  are  able  to  stand  alone.  The 
wishes  of  these  communities  must  be  a  principle  con- 
sideration in  the  selection  of  the  mandatary. 

Other  peoples,  especially  those  of  Central  Africa, 
are  at  such  a  stage  that  the  mandatary  must  be 
responsible  for  the  administration  of  the  territory 


Revised  Covenant  of  League  of  Xations     315 

under  conditions  which  will  guarantee  freedom  of 
conscience  or  religion  subject  only  to  the  mainte- 
nance of  public  order  and  morals,  the  prohibition  of 
abuses,  such  as  the  slave  trade,  the  arms  traffic  and 
the  liquor  traffic  and  the  prevention  of  the  establish- 
ment of  fortifications  or  military  and  naval  bases 
and  of  military  training  of  the  natives  for  other  than 
police  purposes  and  the  defense  of  territory,  and  will 
also  secure  equal  opportunities  for  the  trade  and 
commerce  of  other  members  of  the  league. 

There  are  territories,  such  as  Southwest  Africa 
and  certain  of  the  South  Pacific  Islands,  which, 
owing  to  the  sparseness  of  their  population  or  their 
small  size  or  their  remoteness  from  the  centers  of 
civilization  or  their  geographical  contiguit}^  to  the 
territory  of  the  mandatary  and  other  circumstances, 
can  be  best  administered  under  the  laws  of  the  man- 
datary as  integral  portions  of  its  territory,  subject 
to  the  safeguards  above  mentioned  in  the  interests  of 
the  indigenous  population.  In  ever}'  case  of  man- 
date, the  mandatary  shall  render  to  the  Council  an 
annual  report  in  reference  to  the  territory  commit- 
ted to  its  charge. 

The  degree  of  authority,  control  or  administra- 
tion to  be  exercised  by  the  mandatary  shall,  if  not 
previously  agreed  upon  by  the  members  of  the  league, 
be  explicitly  defined  in  each  case  by  the  Council. 

A  permanent  commission  shall  be  constituted  to 


316  Education,  Democracy,  the  League  of  Nations 

receive  and  examine  the  annual  reports  of  the  manda- 
taries and  to  advise  the  Council  on  all  matters  relat- 
ing to  the  observance  of  the  mandates. 


ARTICLE  xxni 

Subject  to  and  in  accordance  with  the  provisions 
of  international  conventions  existing  or  hereafter  to 
be  agreed  upon,  the  members  of  the  league  (a)  will 
endeavor  to  secure  and  maintain  fair  and  humane 
conditions  of  labor  for  men,  women  and  children 
both  in  their  own  countries  and  in  all  countries  to 
which  their  commercial  and  industrial  relations  ex- 
tend, and  for  that  purpose  will  establish  and  main- 
tain the  necessary  international  organizations ; 
(b)  undertake  to  secure  just  treatment  of  the  native 
inhabitants  of  territories  under  their  control;  (c) 
will  intrust  the  league  with  the  general  supervision 
over  the  execution  of  agreements  with  regard  to  the 
traffic  in  women  and  children  and  the  traffic  in  opium 
and  other  dangerous  drugs;  (d)  will  intrust  the 
league  with  the  general  supervision  of  the  trade  in 
arms  and  ammunition  with  the  countries  in  which 
the  control  of  this  traffic  is  necessary  in  the  com- 
mon interest;  (e)  will  make  provision  to  secure  and 
maintain  freedom  of  communication  and  of  transit 
and  equitable  treatment  for  the  commerce  of  all  mem- 
bers of  the  league.  In  this  connection  the  special 
necessities  of  the  regions  devastated  during  the  war 


Revised  Covenant  of  League  of  Nations     317 

of  1914-1918  shall  be  in  mind;  (f)  will  endeavor  to 
take  steps  in  matters  of  international  concern  for 
the  prevention  and  control  of  disease. 


AETICLE  XXIV 

There  shall  be  placed  under  the  direction  of  the 
league  all  international  bureaus  already  established 
by  general  treaties  if  the  parties  to  such  treaties  con- 
sent. All  such  international  bureaus  and  all  commis- 
sions for  the  regulation  of  matters  of  international 
interest  hereafter  constituted  shall  be  placed  under 
the  direction  of  the  league. 

In  all  matters  of  international  interest  which  are 
regulated  by  general  conventions  but  which  are  not 
placed  under  the  control  of  international  bureaus  or 
commissions,  the  Secretariat  of  the  league  shall,  sub- 
ject to  the  consent  of  the  Council  and  if  desired  by 
the  parties,  collect  and  distribute  all  relevant  infor- 
mation, and  shall  render  any  other  assistance  which 
may  be  necessary  or  desirable. 

The  Council  may  include  as  part  of  the  expenses 
of  the  Secretariat  the  expenses  of  any  bureau  or 
commission  which  is  placed  under  the  direction  of  the 
league. 

ARTICLE  XXV 

The  members  of  the  league  agree  to  encourage  and 
promote  the  establishment  and  co-operation  of  duly 


318  Education,  Democracy,  the  League  of  Nations 

authorized  voluntai\y  national  Red  Cross  organiza- 
tions having  as  purposes  improvement  of  health,  the 
prevention  of  disease  and  the  mitigation  of  suffering 
throughout  the  world. 


ARTICLE  XXVI 

Amendments  to  this  covenant  will  take  effect  when 
ratified  by  the  members  of  the  league  whose  represen- 
tatives compose  the  Assembly. 

No  such  amendment  shall  bind  anj^  member  of  the 
League  which  signifies  its  dissent  therefrom,  but  in 
tJiat  case  it  shall  cease  to  be  a  member  of  the  League. 

AKXEX    TO    THE    COVENANT 

One.     Original  members  of  the  League  of  Nations. 

Signatories  of  the  Treaty  of  Peace: 

United  States  of  America,  Belgium,  Bolivia, 
Brazil,  British  Empire,  Canada,  Australia,  South 
Africa,  New  Zealand,  India,  China,  Cuba,  Czecho- 
slovakia, Ecuador,  France,  Greece,  Guatemala, 
Haiti,  Hedjaz,  Honduras,  Italy,  Japan,  Liberia, 
Nicaragua,  Panama,  Peru,  Poland,  Portugal,  Ru-t 
mania,  Serbia,  Siam,  Uruguay. 

States  invited  to  accede  to  the  covenant : 

Argentine  Republic,  Chile,  Colombia,  Denmark, 
Netherlands,  Norway,  Paraguay,  Persia,  Salvador, 
Spain,  Sweden,  Switzerland,  Venezuela. 


Revised  Covenant  of  League  of  Nations     319 

Two.     First  Secretary-General  of  the  League  of 
Nations. 


May  5, 1919. 

The  original  draft  of  the  covenant  of  the  league 
of  nations  is  to  be  found  on  preceding  pages.  Both 
are  presented  for  their  civic  and  educational  value. 
The  comment  made  in  presenting  the  original  draft  is 
equally  pertinent  here. 

The  revised  covenant,  as  the  original,  will  be  pleas- 
ing to  some  and  disappointing  to  others.  It  is  a 
decidedly  forward  step  in  civilization  and  human 
progress.  There  are  no  landmarks.  We  have  only 
intelligence  and  budding  science  to  point  the  way. 
When  we  really  think,  no  two  think  just  alike,  hence 
the  variety  of  opinions  concerning  the  most  desir- 
able way.  Humanity'  everywhere  is  tired  of  war  and 
the  injustice  and  crime  that  always  follow  as  the 
direct  result  of  war.  The  common  people  are  ready 
to  make  great  sacrifices  of  personal  comforts  to  re- 
lieve their  children  from  the  necessity  of  future  wars. 
In  this  thought  the  world  has  become  united.  There 
never  was  a  time  in  recorded  history  when  the  na- 
tions of  the  world  were  so  near  together  as  now.  It 
has  become  almost  if  not  entirely  impossible  for  any 
nation  to  live  and  prosper  in  isolation  or  alone. 
But  with  a  truly  democratic  league  of  nations — 
open  on  like  terms  to  all  self-directing  nations — once 
thoroughly  established,  it  v/ill  be  quite  possible  for 


320  Education,  Democracy,  the  League  of  Nations 

every  self-respecting  nation  working  alone  or  with 
others  to  fulfill  its  highest  mission  without  let  or 
hindrance. 

In  some  respects  the  revised  covenant  is  an  im- 
provement over  the  original,  in  others  not  as  desir- 
able. There  is  no  question  in  my  mind  but  that  the 
league  of  nations  will  be  established,  if  not  now  then 
later.  Civilization  has  reached  a  point  wherein  it  is 
impossible  to  go  forward  ^vithout  the  union  of  na- 
tions in  an  international  league  for  mutual  protec- 
tion and  co-operation.  Many  would  have  liked  to 
have  had  the  league  made  stronger  and  more  demo- 
cratic, but  it  is  the  best  that  is  possible  under  the 
circumstances,  and  will  meet  with  almost  universal 
approval  of  the  common  masses  when  once  under- 
stood and  of  all  others  except  the  favored  classes 
and  those  having  special  interests  to  defend.  It  has 
been  made  fairly  easy  of  amendment  and  with  all 
nations  in  the  combine  sharing  their  wisdom  and  good 
will  the  amendments  that  are  made  will  always  be  in 
the  direction  of  greater  democracy,  more  extended 
personal  freedom,  truer  and  more  helpful  national 
and  international  relations.  The  democratic  prin- 
ciple permitting  any  nation  to  withdraw  from  the 
league  on  meeting  its  obligations  and  giving  due  no- 
tice will  strengthen  faith  in  the  noble  purposes  of 
the  league  and  encourage  some  to  enter  who  until  now 
have  remained  doubtful. 

Many   Americans   are   disappointed   to   have   the 


Revised  Covenant  of  League  of  Nations     321 

Monroe  Doctrine  specifically  mentioned  in  the  re- 
vised covenant  (thought  necessary  by  some  to  ap- 
pease the  criticism  of  the  United  States  Senate). 
This  doctrine  has  scarcely  ever  meant  more  than  an 
open  expression  of  policy  of  the  United  States  in 
the  event  of  foreign  aggression  against  the  strug- 
gling republics  of  the  American  continent  and  now 
that  the  league  of  nations  has  promulgated  and  as- 
sumed a  similar  policy  not  only  for  the  American 
nations  but  for  the  whole  world,  the  United  States 
has  been  justified  and  the  Monroe  Doctrine  given 
universal  validity.  The  direct  enforcement  of  the 
true  spirit  of  the  Monroe  Doctrine  (as  now  to  be 
universally  applied)  becomes  the  immediate  duty 
and  responsibility  of  the  league  of  nations.  Hence 
the  particular  mention  of  it  in  the  revised  covenant 
weakens  rather  than  strengthens.  The  Monroe  Doc- 
trine has  never  been  clearly  defined  and  its  meaning 
has  been  variously  intei-preted  by  different  presi- 
dents of  the  United  States.  But  now  that  it  has  been 
specifically  mentioned  in  the  revised  covenant  of 
the  league  it  becomes  necessary  to  clearly  define  its 
meaning,  especially  as  used  and  accepted  in  the 
league  of  nations. 

There  are  other  features  of  the  league  as  given 
above  open  to  criticism,  but  on  the  whole  it  is  an 
admirable  document  of  advanced  statesmanship  and 
the  ablest  and  best  covenant  for  human  progress  and 
welfare  ever  devised  by  man.      Humanity   can  well 


322  Education,  Democracy,  the  League  of  Nations 

take  courage  that  the  peace  delegates  so  clearly 
sensed  the  problem  and  showed  such  good  judgment 
in  harmonizing  the  variant  national  interests  into  a 
common  product  acceptable  to  all.  Never  before  has 
there  been  erected  a  common  platform  large  enough, 
true  enough,  and  secure  enough  to  hold  all  humanity 
in  just,  happy,  healthful  relations,  as  friends  and 
not  as  foes.  Truly  the  world  does  move  and  the 
direction  is  upward  and  forward. 

Of  necessity  the  covenant  of  the  league  of  nations 
and  the  peace  treaty  have  been  closely  interwoven 
and  are  dependent  one  on  the  other.  They  can  not 
be  separated  and  acted  upon  alone,  but  must  rise  or 
fall  together.  It  would  be  impossible  to  make  the 
peace  treaty  as  liberal  without  the  sustaining  faith 
and  corrective  influence  of  the  league  of  nations  to 
right  the  evils  and  correct  the  mistakes  when  found. 
The  one  thing  that  united  democracies  so  thoroughly 
in  support  of  the  war  was  the  belief  created  among 
the  democratic  people  that  the  success  of  the  war 
had^  become  necessary  to  prevent  future  wars.  The 
people  have  not  forgotten  the  promises  that  enabled 
them  willingly  to  sacrifice  all,  but  like  true  soldiers 
they  are  reserving  their  energy  until  the  time  for 
action  is  ripe,  then  the  world  will  appreciate  wher^ 
they  stand.  Wliatever  the  forces  that  started  the 
world  war  it  soon  became  crystallized  around  the  two 
opposing  forces  of  might  and  right.  The  former  has 
been  likened  to  a  great  glacier  broken  from  its  moor- 


Revised  Covenant  of  League  of  Xations     323 

ing  that  rapidly  deteriorates  and  becomes  less  potent 
the  farther  it  is  removed  from  its  original  bed;  the 
latter  to  a  mountain  torrent  formed  by  swollen 
streams  that  becomes  the  more  powerful  the  farther 
it  goes.  Right  when  clearly  understood  and  en- 
forced through  organized  public  opinion  is  absolutely 
invincible  b}"  any  force  j^et  discovered.  The  torrent 
of  right  or  suppressed  justice  is  now  being  checked 
by  the  mountain  lake  but  that  too  will  give  way 
under  sufficient  pressure. 


CHAPTER  XXX 

IX  THE  SERVICE  OF  HUMAXITY  ^ 

OxE  can  scarcely  read  the  majority  report  of  the 
foreign  relations  committee  of  the  senate  without 
discovering  the  subtle  effort  to  defeat  the  league  of 
nations  by  indirection.  The  discussion  in  opposition 
to  the  ratification  of  the  treaty  and  international 
covenant  has  been  for  the  most  part  of  the  same  mis- 
leading and  undemocratic  nature.  Frank,  open,  in- 
telligent discussion  of  any  measure  so  vital  to  the 
best  interests  of  the  nation  and  the  world  is  essential 
to  the  life  of  democracy;  but  dishonest,  partisan, 
misleading  discussion  of  vital  problems  is  beneath 
the  dignity  and  honor  of  any  true  American  citizen. 
Tlie  league  of  nations  is  so  vital  to  the  future  wel- 
fare of  the  United  States  and  every  other  democratic 
nation,  that  it  behooves  every  true  citizen  to  study 
with  care  both  the  treaty  and  covenant  before  dis- 
cussing them  at  all ;  then  from  the  enlightened  vision 
of  deeper  study  become  active  in  support  or  rejec- 
tion according  to  honest  conviction  of  the  effect  on 
human  welfare.     Such  an  opportunity  for  real  ser- 

^  September  12,  1919. 

324 


In   the  Service  of  Humanity  325 

vice  to  the  interests  of  humanity  may  never  come 
again. 

One  should  not  overlook  the  fact  that  the  com- 
bined treaty  and  covenant  is  the  crystallization  of 
world  democracy'  established  through  the  united  ac- 
tion of  some  twenty  independent  nations  associated 
in  a  peace  conference  closing  a  sanguinary  world 
conflict  of  democracy  against  autocracy.  It  was  the 
first  tangible  effort  to  organize  international  rela- 
tions on  a  strictly  democratic  and  humanitarian 
basis,  and  required  six  months  of  struggle  and  ad- 
justment to  bring  forth  an  acceptable  treat}'  and 
covenant.  Like  every  organization  and  covenant  of 
intelligent  people  there  will  probably  be  no  one  com- 
pletely satisfied  with  every  provision,  but  it  must 
seem  remarkable  to  every  intelligent  individual  that 
such  a  just,  able,  and  democratic  document  for  the 
peace  of  the  world  could  be  agreed  upon  by  the 
union  of  so  many  nations  at  the  close  of  a  bitter  and 
cruel  world  war.  Through  its  fairness  and  unselfish 
spirit  during  the  war,  the  democracy  of  the  United 
States  had  grown  in  the  estimation  and  confidence  of 
the  people  of  all  nations  and  made  possible  the  lead- 
ership which  brought  about  the  democratic  doctrine 
of  this  nation  to  become  the  accepted  international 
doctrine  of  the  world.  It  is  unjust  to  the  nation's 
traditions  for  those  in  authority  to  fail  to  ratify  a 
treaty  and  covenant  so  in  harmony  with  the  spirit, 
desires,  and  practices  of  the  people. 


326  Education,  Democracy,  the  League  of  Xations 

If  the  senate  or  parliament  of  any  one  nation 
could  by  individual  action  improve  the  treaty  and 
covenant  before  ratification,  without  at  the  same 
time  endangering  the  newly  won  confidence  and  good 
will  of  other  nations,  their  constituency  would  ap- 
plaud and  lend  every  assistance  in  their  power.  But 
when  ordinary  intelligence  indicates  that  it  is  now 
too  late  to  make  changes  or  improvements  in  the 
league  without  materially  weakening  if  not  destroy- 
ing the  whole,  the  patience  of  the  public  is  stretched 
almost  to  the  breaking  point  at  the  unnecessary 
delay  in  ratifying  the  treaty  and  covenant  without 
reservations  wliich  at  best  can  only  mean  longer  de- 
lay or  probable  death  of  the  league. 

One  is  certainly  justified  in  attributing  the  high 
cost  of  living  and  the  disturbed  condition  of  society 
in  a  large  measure  to  the  uncertainty  and  delay  in 
the  ratification  of  the  peace  treaty.  The  necessary 
reorganization  of  education,  society,  industry,  com- 
merce, civics,  religion  that  must  follow  the  world 
war,  can  not  take  place  until  the  peace  treaty  is 
ratified.  The  restlessness  of  society  is  becoming  more 
intense  and  uncontrollable. 

Under  the  nervous  strain  and  mental  condition 
of  the  people  the  rejection  of  the  treaty  and  covenant 
might  furnish  sufiicient  provocation  to  make  possible 
revolution  even  in  this  century  tried  democracy,  and 
disturbing  reservations  can  but  prolong  the  agony 
and   weaken   the   leadership   of   the  United   States. 


V 


In  the  Service  of  Humanity  327 

Democracy  can  not  share  nor  survive  in  a  country 
controlled  by  either  autocracy  or  bolshevism.  If 
compelled  to  live  under  the  injustice  of  either,  one 
might  be  justified  in  chosing  the  latter.  But  class 
and  minority  control  have  no  place  in  a  democracy. 

Through  science,  civilization,  intelligence,  indus- 
try, and  trade  relations  the  world  has  become  too 
small  for  any  nation  to  prosper  in  independent  isola- 
tion. God  forbid  that  my  country  after  its  sacrifices 
for  humanity  should  assume  the  cast  off  mantle  of 
Prussian  military  autocracy,  cut  loose  from  the  na- 
tions of  the  world  with  which  it  has  been  so  closely 
united,  repudiate  its  promises  made  in  good  faith 
to  its  compeers,  and  set  up  in  the  home  of  this  proud 
democracy  an  autocratic  Americanism  borrowed 
from  the  former  pan-Germanism.  The  league  of  na- 
tions will  be  ratified  now  without  disturbing  reser- 
vations or  the  nation  will  enter  the  league  later  when 
the  people  have  had  opportunity  to  speak.  Indi- 
vidual responsibility,  freedom  of  action,  equality  of 
opportunity,  love  of  libert}^  tinith,  justice,  fair  play 
are  indestructible  attributes  of  the  human  soul.  No 
man  can  be  led  so  far  astray  that  he  will  not  return 
with  renewed  zeal  to  truth  and  right.  We  love  peace, 
but  hate  war.  Any  league  that  will  tend  to 
strengthen  international  comity  and  enable  human- 
ity to  avoid  war  and  obtain  peace  is  worthy  of  trial. 


CHAPTER  XXXI 


AMERICANISM 


War  is  incompatible  with  democracy  and  destruc- 
tive of  the  higher  human  instincts,  but  absolutely  es- 
sential to  the  dominance  of  autocracy  and  narrow 
nationalism.  In  times  of  war,  even  in  a  democracy, 
one  may  be  condemned  as  unpatriotic  and  un-Amer- 
ican whose  immediate  forbears — at  least  in  part — 
gave  their  lives  in  fighting  for  their  country's  free- 
dom in  the  American  Revolution  and  who  is  able 
to  count  back  his  immediate  ancestry  for  at  least 
six  generations  in  the  land  of  his  birth,  because  his 
intelligence  and  courage  prevented  him  from  being 
carried  away  with  the  military  hysteria  and  deluded 
patriotism  of  many  of  his  countrymen  in  a  time  of 
great  national  emergency.  But  under  the  strain  of 
war  true  democracy  is  impossible  and  the  innocent 
are  made  to  suffer  more  often  than  the  guilty.  The 
after  effects  of  war  may  be  no  less  damaging  to  the 
civilization  on  account  of  the  undue  advantage  it  is 
apt  to  give  to  the  less  desirable  citizens  in  the  period 
of  reconstruction. 

'January  3,  19i?0. 

328 


Americanism  329 

True  patriotism  in  a  democracy  is  shown  by  a 
clean,  helpful  and  efficient  life,  brotherly  affection  for 
all  mankind,  love  of  justice,  honesty,  intelligence, 
worth,  and  fair  play  rather  than  the  love  of  land 
and  territory,  or  than  riches  gained  through  dishon- 
est methods  of  depriving  the  less  fortunate  of  the 
just  rewards  of  honest  toil.  It  is  as  difficult  for  the 
politician  and  autocrat  to  be  truly  patriotic  as  for 
the  proverbial  camel  to  pass  through  the  eye  of  the 
needle.  In  times  like  these  it  can  not  be  done.  In  a 
democracy  true  patriotism  is  always  found  on  the 
side  of  law  and  order.  T\lien  laws  are  found  to  be 
unjust  in  their  workings  they  can  quickly  be  changed 
through  the  safety  valve  of  the  ballot,  the  only  true 
means  of  recording  public  opinion.  Radicalism  and 
class  favoritism  can  not  exist  as  a  part  of  a  true 
democracy.  But  where  democracy  has  once  been 
thoroughly  established  with  free  speech  and  a  free 
press  there  is  no  danger  of  its  growth  from  the  in- 
roads of  radicalism  nor  autocracy  while  open  diplo- 
macj  and  honest  administration  are  maintained. 

Just  now  in  the  reconstruction  period  great  use  is 
being  made  of  the  term  Americanism.  An  unfortu- 
nate word  in  its  present  use,  since  it  does  not  con- 
notate any  definite  meaning  to  the  mind  of  the  hearer 
and  is  often  more  meaningless  to  the  mind  of  the 
user.  All  political  parties  are  beginning  to  vie  with 
one  another  in  their  advocac}'  of  Americansm,  the 
truest  friends  of  the  league  of  nations  and  its  bitter- 


330  Education,  Democracy,  the  League  of  Nations 

est  enemies,  the  profiteer  and  the  honest  merchant, 
the  autocrat  and  the  democrat.  Educational  and 
scientific  bodies  are  devoting  much  of  their  discus- 
sions in  an  effort  to  show  the  need  of  a  new  revival 
in  Americanism  whatever  that  may  mean.  But  it 
requires  an  intelligence  greater  than  that  of  most 
men  to  discover  any  common  meaning  in  the  use  of 
the  word.  It  is  because  the  word  lends  itself  to  such 
varied  uses  and  meanings  that  it  becomes  such  a 
handy  instrument  in  the  hands  of  the  politician  and 
office  seeker. 

It  is  easy  to  see  that  the  word  Americanism  may 
be  used  as  justly  to  represent  the  national  spirit  of 
Canada,  Mexico,  the  Central  and  South  American 
Republics  as  that  of  the  United  States.  The  term 
America  belongs  equally  to  all  these  countries,  but 
how  vastly  different  their  governments  and  spirit  of 
democracy  and  civilization.  Probably  but  few  in  ad- 
vocating their  belief  and  interest  in  Americanism 
have  in  mind  the  type  now  represented  in  Mexico,  but 
the  profiteer,  the  autocrat,  the  demagogue,  and  the 
part}^  politician  have  in  mind  a  type  far  less  to  be 
desired  in  this  forward  looking  democracy.  To 
those  who  mean  by  Americanism  the  democratic 
spirit  of  the  United  States,  the  people's  love  of  lib- 
erty, justice,  honor,  fair  play,  and  equality  of  op- 
portunity to  all,  and  who  are  likewise  willing  to  live 
in  harmony  with  and  in  active  support  of  the 
thought ;  every  true  citizen  will  not  hesitate  to  accept 


Americanism  331 

their  Americanism  and  bid  them  God  speed  in  ex- 
tending their  influence  and  promulgating  the  cause 
of  better  citizenship.  But  when  Americanism  is  used 
simply  as  a  cloak  to  deceive  the  unwary  and  to  hide 
narrow  nationalism,  the  favored  classes,  and  the  spe- 
cial interests,  it  should  be  condemned  and  avoided. 

It  is  true  that  the  word  Americanism  has  come  to 
be  applied  more  often  to  traits  and  conditions  as 
found  in  the  United  States  whether  justly  so  or 
not,  but  since  the  word  is  so  general  in  its  use  and 
conveys  so  little  definite  meaning  to  the  average  mind 
it  can  well  be  omitted  for  a  more  specific  tei-m.  The 
war  has  made  necessary  many  important  changes  in 
our  educational  system,  industrial,  social,  and  politi- 
cal life.  In  the  reconstruction  that  must  follow  it 
behooves  every  true  citizen  to  be  constantly  on  the 
alert  that  honesty,  uprightness,  intelligence,  and 
helpful  efficiencA-  ma}'  be  trul}-  rewarded,  and  that 
dishonesty,  selfishness,  intrigue,  and  ignorance  may 
be  justly  condemned.  Whether  Americanism  or  some 
other  term  is  used  as  a  means  of  uniting  and  guiding 
the  people  to  a  higher  civilization  matters  but  little 
providing  the  meaning  is  made  clear  and  the  method 
is  honest  and  upright.  Certainly  Americanism  does 
not  mean  lawlessness  nor  the  overturning  of  con- 
stituted authority  by  other  means  than  the  ballot. 
It  does  not  mean  radicalism  nor  special  privileges 
to  the  few  not  granted  equally  to  all.  It  does  not 
mean  unfair  advantage  of  the  masses  by  the  classes 


332  Education,  Democracy,  the  League  of  Nations 

nor  of  a  dictated  education  from  above.  It  does 
mean  open  diplomacy,  free  speech  and  a  free  press, 
progressive  democracy,  equality  of  opportunity,  and 
the  spirit  of  Christian  honesty  and  fair  dealing. 


CHAPTER  XXXII 

THE  PKOPOSED  TREATY  AXD  COVENANT  REFERENDUM  ^ 

If  a  special  and  immediate  referendum  could  be 
had  on  the  peace  treaty  and  league  of  nations  it 
would  be  an  excellent  and  democratic  solution  of  an 
unusually  disappointing  national  situation.  But  to 
make  them  a  partisan  issue  in  the  national  election 
under  present  conditions  would  be  exceedingly  unfor- 
tunate to  the  best  interests  of  the  United  States 
and  the  nations  of  the  world. 

The  league  of  nations  is  too  large  and  vital  to 
human  interests  to  be  made  a  party  question.  The 
average  voter  is  not  familiar  enough  with  the  situa- 
tion to  vote  intelligently  on  so  vital  and  far-reaching 
a  question  to  civilization  and  human  welfare  when 
goaded  by  the  party  lash.  His  heart  is  right  and 
he  knows  what  he  wants  but  he  is  not  sure  of  the  best 
means  of  attaining  the  end. 

War  is  always  a  disturber  of  civilization  and  the 
highest  human  interests.  When  the  folly  and  bru- 
tality of  war  is  over  it  behooves  those  wlio  remain 
from    tlic    human    slaughter    to    gather    again    the 

Manuary   12,   1920. 

333 


SS-i  Education,  (Democracy,  the  League  of  Nations 

threads  of  civilization  that  remain,  piece  them  to- 
gether in  the  best  possible  fabric  and  go  forward 
once  more  in  constructive  effort  for  the  welfare  of 
humanity.  Every  nation  is  cursed  with  vampires, 
deceitfully  heralding  from  the  housetop  expressions 
of  patriotism  and  altruism,  taking  advantage  of  the 
cruel  necessities  of  war  to  fill  to  overflowing  their 
bulging  coffers.  These  human  vampires  (profiteers), 
in  connection  with  the  non-productiveness  and  de- 
structiveness  of  war,  have  brought  to  the  verge  of 
ruin  millions  of  the  best  people  of  all  nations,  and 
put  the  cost  of  living  far  beyond  the  reach  of  the 
great  mass  of  honest  citizens. 

The  reconstruction,  which  must  now  occur  in  every 
country  to  fit  it  to  live  and  prosper  under  the  new 
and  changed  conditions  of  life  and  industry,  will  re- 
quire the  best  thought  of  every  honest  and  upright 
citizen.  In  the  United  States  the  necessary  prob- 
lems of  reconstruction  are  many  and  complex.  These 
must  be  presented  with  the  greatest  clearness  to  the 
electorate  at  the  coming  national  election.  There 
are  so  many  vital  problems  of  national  import  that 
must  be  considered  that  it  seems  but  little  short  of 
suicidal  to  hope  to  obtain  an  honest  expression  of 
public  opinion  on  the  league  of  nations  at  the  same 
election.  Besides  it  would  divert  attention  from  the 
less  important  though  nevertheless  vital  national 
problems.  No  true  expression  could  be  had  and 
everybody  would  be  disappointed  with  the  outcome. 


Proposed  Treaty  and  Covenant  Referendum      335 

It  is  clear  to  see  that  the  great  majoritj-  of  the 
people  believe  in  the  league  of  nations  and  desire  its 
immediate  ratification  with  or  without  reservations. 
Certainly  no  one  sincere  in  his  advocacy  of  a  league 
of  nations  would  desire  to  weaken  the  functioning 
of  the  league  through  disquieting  resei'\'ations.  It 
was  through  the  activity  and  leadership  of  the 
United  States  that  the  present  league  of  nations 
was  formed.  It  is  already  an  established  fact,  ac- 
cepted in  its  present  form  in  good  faith  b}'  many  of 
the  leading  nations  of  the  world — our  faithful  allies 
in  the  cruel  conflict.  I  have  too  much  faith  in  my 
country  to  believe  that  it  will  forsake  the  ship  in 
the  midst  of  storm  after  counseling  its  friends  to 
enter.  If  there  were  reservations  necessary  to 
strengthen  the  league  they  should  have  been  enacted 
before  our  allies  had  bound  themselves  so  completely 
to  the  league  in  its  present  form.  To  wish  to  share 
the  benefits  of  the  league  without  bearing  equally  its 
responsibilities  is  beneath  the  dignity  of  this  great 
nation. 

One  who  has  followed  the  president  from  the  be- 
ginning of  his  struggle  for  a  league  of  nations  that 
would  make  the  world  safe  for  democracy  and  estab- 
lish among  the  nations  of  the  world  the  possibility 
of  pennanent  peace,  can  not  but  admire  his  states- 
manship and  true  democracy.  No  man  has  ever 
stood  more  clearly  before  the  limelight  of  public 
opinion   nor  brought    more    glorj-   to   his   country 


336  Education,  Democracy,  the  League  of  Nations 

through  his  straightforward,  clear-cut  statesman- 
ship, but  one  mind  can  not  think  for  another  and  all 
are  subject  to  mistakes.  It  is  not  the  president 
that  is  at  stake  but  the  league  of  nations  in  which 
we  are  all  vitally  concerned. 

The  president  has  shown  clearly  from  the  first 
that  he  does  not  believe  nor  wish  the  league  of  na- 
tions to  be  made  a  party  question.  Neither  does  his 
letter  to  the  Jackson  Day  banquet  indicate  that. 
The  treaty  and  league  must  be  ratified  or  rejected,  if 
not  now  then  later,  and  the  deadlock  in  the  senate 
seems  to  prevent  further  action  there.  Hence  the 
necessity  of  carrying  the  matter  to  the  electorate  in 
the  hope  of  obtaining  a  more  favorable  senate.  As 
is  well  known  the  senators  opposing  the  league  of 
nations  wrote  the  amendments  and  reservations  not 
to  strengthen  the  league  but  to  defeat  it.  They  have 
counseled  the  republican  party  of  which  they  are 
mostly  members  to  demand  that  the  league  of  nations 
be  referred  to  the  electorate  and  made  the  dominant 
issue  of  the  party,  hoping,  no  doubt,  in  that  way  to 
confuse  the  issue  and  defeat  the  league.  The  presi- 
dent has  merely  been  forced  through  the  emergency 
of  the  inaction  of  the  senate  to  counsel  the  next  step 
provided  it  becomes  absolutely  necessary  to  save  the 
treaty  and  league. 

The  opponents  of  the  league  and  opposing  party 
politicians  who  see  in  the  supposed  Wilson-Bryan 
split,  as  indicated  in  the  Jackson  Day  dinner,  an  op- 


Proposed  Treaty  and  Covenant  Referendum     337 

portunitj'  for  party  advantage  have  another  guess 
coming.  Wilson  and  Bryan  represent  the  two  best 
known  and  most  loved  statesmen  of  the  nation.  Both 
are  for  the  inunediate  ratification  of  the  treaty  and 
covenant  without  nullifying  reservations,  and  are 
willing  to  make  great  personal  sacrifices  to  that 
end.  Both  individualistic,  they  agree  on  many  more 
points  than  they  differ,  and  in  the  final  showdown 
with  the  league  of  nations  at  stake  they  will  be  to- 
gether shoulder  to  shoulder. 

But  the  league  of  nations,  the  most  fonvard  look- 
ing step  toward  permanent  peace  and  international 
good  will  that  has  occurred  in  the  history  of  the 
world,  is  above  party  and  above  the  personal  inter- 
ests of  men  however  great.  While  I  am  fully  con- 
vinced that  the  overwhelming  majority  of  the  peo- 
ple desire  the  unqualified  ratification  of  the  treaty 
and  covenant  as  presented  to  the  senate  by  the  presi- 
dent, I  am  equally  convinced  that  it  would  be  wiser 
and  more  in  accord  with  the  wishes  of  the  people 
to  compromise  on  reservations  acceptable  to  a  suf- 
ficient majority,  if  they  do  not  endanger  the  high- 
est functioning  of  the  treat}'  and  league,  than  to  con- 
tinue the  national  and  international  unrest  and  un- 
certaint}'  by  forcing  a  referendum  which  is  the  only 
other  alternative.  There  is  no  question  but  that  the 
American  people  believe  in  and  demand  the  immedi- 
ate ratification  of  the  treaty  and  league  of  nations. 
The  time  for  playing  politics  is  past.     More  tlian 


338  Education,  Democracy/,  the  League  of  Nations 

three-fourths  of  the  United  States  senators  have 
shown  by  their  expressions  and  votes  that  they  are 
favorable  to  the  ratification  of  the  treat}'  in  some 
form;  probably  ninetj'  per  cent  of  the  people  are 
similarly  minded.  Has  not  the  time  come  for  the 
common  sense  and  usual  intelligence  of  our  senators 
to  manifest  itself?  The  people  are  becoming  des- 
perately in  earnest  and  would  like  to  enter  the  world 
league,  which  their  nation  had  the  most  to  do  in  cre- 
ating, at  once  on  as  favorable  terms  as  possible,  in 
order  that  the  nation  ma}'  assume  its  full  share  of 
responsibility  and  accept  its  acknowledged  place  of 
moral  leadership  in  the  league. 


INDEX 


Abraham,  leader  of  Hebrews, 

n 

Age,  of  most  efficient  work, 
84,  85 

American  college  boy's  high 
ideals,   165 

Americanism,  328  ff. ;  unfor- 
tunate use  of,  329  f. ;  can- 
not be  claimed  bv  United 
States  alone,  330  f';  what  it 
does   not  mean,   331    f. 

Americanization,  misused 
term,  278  f. 

Ancestor  worship,  16. 

Armament,  begets  armament, 
25 

Army  draft,  showed  defic- 
iency of  thirty-five  per  cent 
in  male  population,  82 

Autocracy  vs.  democracy,  19, 
175;  influence  upon  educa- 
tion, fl'l  f. ;  inertia  of,  73; 
dominant  in  less  than  ten 
per  cent  of  the  people,  74 
ff.,  77,  102,  123,  125,  221  f., 
241  f.,  296;  breeds  favor- 
itism, 75,  141  f.;  in  the 
world  peace  congress,  75; 
has  ruled  for  two  thousand 
vears,  77;  subtle  influence 
of,  77  f.,  87,  199,  222;  en- 
throned in  high  places,  80; 
intrigue  of,  88,  238,  290; 
discovers  that  democracy 
can  fight,  92,  126;  nearly 
always  in  the  saddle,  102; 
as  seen  in  the  school  system 


of  Germany,  114,  f. ;  in- 
stigator of  all  wars,  125  f., 
289;  mistook  the  words  of 
the  president,  126;  cannot 
live  without  war,  133,  328; 
in  the  treaty  of  Brest-Lit- 
ovsk,  158;  gives  way  to 
democracy,  171,  226,  240  f.; 
developed  an  efficient  edu- 
cational system,  174 

Autocracy  and  democracy,  in- 
dividual qualities  of  mind, 
130;  in  education,  166  ff.; 
contrasted,  180  f.,  237 

Autocratic  imperialism,  deep- 
ly  entrenched,   62 

Autocratic  monarchs,  falling, 
160 

Baker,  Secretary  of  War,  121 
Balanced      mind,      the      safe 

mind,  85 
Barnes,  Earl,  56 
Bolsheviki,     of     Russia     and 

Germany,   176 
Book   of  nature,   57    f.,   67   f. 

Capital,  of  league  of  nations, 
240  ff. ;  requirements  of, 
246  f. 

Changes,  necessitated  through 
the  world  war,  167;  re- 
quired in  the  reorganiza- 
tion   of   education,    174 

CHILD,  THE,  200 

Child  studv,  at  first  unscien- 
tific, 57  ■ 


339 


340 


Index 


Children,  of  today  rulers  of 
tomorrow,  43;  questioning 
of,  46;  mental  development 
of,  56  ff. 

China,  corporate  wisdom  of, 
188;  destruction  of  opium, 
255 

Christian  philosophy,  founda- 
tion of  world  peace,  20 

Christianity,  biological,  so- 
ciological, altruistic,  ethical, 
practical,  20 

Cities,  worthy  to  house  league 
of  nations,  245  f. 

Citizen  soldiery,  of  a  democ- 
racy, 146  ff. ;  more  efficient 
man  for  man  than  the  sol- 
diers   of    autocracy,    151    f. 

Citizens,  of  United  States 
united  in  winning  the  war, 
111;  pacifists  at  heart,  117; 
of  democracy  courageous, 
127,   133 

Civilization,  has  reached  the 
parting  of  the  way,   192   f. 

Class  schools,  inconsistent 
with  democracy,  37,  43 

Colonies,  unprepared  for  self- 
government  should  be  su- 
pervised by  the  league  of 
nations,  254 

Common  people,  inherent  san- 
ity of,  192 

Conim.unity  and  educational 
welfare  get  together  clubs, 
87   ff. 

Compromise  on  reservations 
wiser  than  delay,  337 

Conflicting  principles,  of  edu- 
cation and  government,  124 
ff. 

Constantinople,  as  capital  of 
the  league,  250  ff. 

Continuity  of  life,  50 

Co-operation  of  Britain  and 
America,   196  ff. 

Criticism,  of  the  league  of  na- 


tions,   283    ff.,    291;    should 
be  aroused,  324 
Culture,       defined,       36        f.; 
through    work,    40;    essence 
of,  181 

Democracy  vs.  autocracy,  6, 
7,  19,  69,  89,  90,  116,  124  f., 
175,  198  f.,  201,  227,  323  f.; 
aim  of  teacher  in,  42;  and 
imperialism,  51,  88;  to 
make  the  world  safe  for,  73, 
76;  represents  from  eighty 
to  ninety  per  cent,  74  f., 
87,  133,'  132,  179  f..  221. 
241,  256,  289;  calls  for  or- 
ganization and  leadership, 
79;  acts  through  majorities, 
79,  cardinal  virtues  of,  86, 
104  f. ;  based  on  right  and 
justice,  88;  must  direct  ed- 
ucation, 101 ;  sure  to  win, 
123,  126;  will  insist  on  fair 
play.  122,  133;  needs  intel- 
ligence and  organization. 
125;  can  never  initiate  an 
offensive  war,  127;  has  ac- 
cepted the  challenge  of 
autocracy,  133;  of  the  kin- 
dersrarten,  143  f. ;  citizen 
soldiery  of,  146  ff.;  is  it 
safe,  155  ff. ;  can  defend  it- 
self, 156.  230;  will  it  ring 
true  at  the  peace  table,  157 
f. ;  can  it  be  trusted  with 
power,  159  ff. ;  open  to  all, 
167;  reawakening  of,  171 
f.:  unprepared,  more  ef- 
ficient than  autocracy  pre- 
pared. 197;  in  the  saddle. 
943,  244;  and  league  of  na- 
tions, 289  ff.;  passing 
through  a  severer  testing, 
295 

Democratization  of  education 
on  a  large  scale  made  pos- 
sible,  163   ff. 


Index 


341 


Development,  conflicting- 
ideals  of,  24;  three  stages 
of,  51  ff. ;  interaction  be- 
tween organism  and  en- 
vironment, 53;  of  children, 
56  ff. ;  of  the  feelings,  61; 
of  volition,  G-2  f. ;  of  intel- 
ligence, 64.  f. ;  i^ossible  only 
with  nascent  organisms,  67, 
68 

Diplomacy,  secret,  breeds 
war;  open,  breeds  peace, 
162 

Disturbed  conditions  of  edu- 
cation, 5,  33 


Education,  disturbed  condi- 
tion of,  5;  true  order  of, 
19,  190;  as  becoming,  22; 
results  from  free  initiative, 
cannot  be  forced,  20,  22  ff. ; 
tends  to  create  aristocracy 
of  culture,  23;  purpose  of, 
23,  5G,  201;  constructive 
and  progressive,  26,  27;  of 
America,  borrowed  from 
Europe,  33;  system  break- 
ing up  and  becoming  more 
democratic,  34  ff.,  41;  its 
meaning,  35  f. ;  of  head, 
hand  and  heart,  mutually 
interactive,  37;  elementary, 
six  years'  course,  38;  im- 
portant stages  of,  38  f.; 
formal,  38  ff.,  43  f.;  in- 
formal, 38  ff.;  43  f.;  indus- 
trial, 41  ff. ;  new  system  of, 
42;  graduate  schools  of,  45 
ff. ;  departments  of,  45; 
three  ideals  of,  52  f. ;  reor- 
ganization of,  69  ff.,  290; 
renascent  periods  of,  72; 
autocratic  different  from 
democratic,  74;  favoritism 
in,  77;  changes  made  neces- 
sary,   81    f. ;    new   fields    of 


thouglit,  96;  necessitated 
changes  in,  98  ff. ;  read- 
justment of,  100;  cardinal 
virtues  of,  132;  vital  to 
democracy,  134;  should  be 
reorganized  and  purified, 
149;  reveals  the  truth  hid- 
den in  nature,  166  f. ;  a 
slow  process,  173;  recon- 
struction of,  198  f.,  331, 
334 

Educational  systems,  much 
the  same,  70  f. ;  outgrowth 
of  autocracy,  72;  honey- 
combed with  autocracy,  76; 
needed  democratic  changes 
of,  76;  out  of  harmony  with 
democracy,  79;  may  change 
civilization  in  three  genera- 
tions, 115,  116;  dominated 
by  autocracy,  160 

Educational  welfare,  get  to- 
gether clubs,  87  ff.,  94  f.; 
would  tend  to  harmonize 
divergent  schools  of 
thought,    96    f 

Educators,  not  exploiters,  104 

Eliot,  Charles,  48 

Emperor  Wilhelm  II,  leader 
of  autocracy,  129  f.,  151 

English-speaking  people, 
closer  union  of,  198,  201 

Entente  powers,  less  demo- 
cratic than  the  United 
States,  160;  encouraged  by 
the  fourteen  points,  209; 
accept  the  fourteen  points 
as  the  Iiasis  of  peace,  210 

European  institutions  open  to 
the  American  soldier,  165 

Evolution:  social,  of  man,  17; 
slow  process,  20;  steps  of 
civic,  162;  order  of,  221; 
impossible  without  league 
of  nations,  289  f. 

Favoritism.,  in  high  places 
77,  88;  of  the  few,  90 


342 


Index 


Fetishism,  16 

Flume,  93 

Fourteen  points  of  peace 
terms,   205   ff. 

France,  suffering  of,  x?T8 

Free  speech,  should  not  be 
denied,   113 

Freedom,  inherent  right  of 
man,  109 

Froebel's  kindergarten,  too 
democratic  for  Germany, 
143  f. ;  Froebel  an  interna- 
tionalist, democrat  and 
friend  of  humanity,  143 


General  Education  bill,  102, 
103 

General  Pershing,  democratic 
citizen  soldier,  146  f. 

Geneva,    claim    of,    246 

Germany,  modification  of, 
through  education,  114  f. ; 
social  democracy  of,  131, 
229;  rehabilitation  of,  17'X 
f. ;  disposition  to  be  made 
of  the  lost  colonies  of,  253 
f. 

God,  created  the  masses,  189, 
191;  pointing  the  way,  192, 
223;  will  review  every  act 
of  the  world's  peace  con- 
gress, 215;  guidance  of,  can 
be  seen,  128   f.,  133 

Graduate  schools  of  educa- 
tion, purpose  of,  45  ff. ; 
fimction   of,  49,  54  f. 

Great  leaders,  Moses,  Con- 
fucius, Buddha,  Cyrus, 
Pericles,  Socrates,  17 

Growth,  meaning  of,  21  f. ; 
four  influencing  factors  of, 
21  f . ;  order  and  complexity 
of,  22;  conflicting  ideals  of, 
24;  laws  of,  58 

Hague,  peace  palace,  27;  as 
a  capital  city,  247  f. 


Hall,  G.  Stanley,  49,  56 

Harmonizing,  i-ocational  and 
cultural  education,  33  ff. 

Health  destroying  habits  due 
to  nicotine,  morphine,  the 
social  evil,  83 

Hegemony,  of  nations  wrong, 
284 

Henotheism,   16 

Hero   worship,   16 

Human  development,  in  out- 
line, 65  ff. 

Human  nervous  system,  deli- 
cacy of,  187 

Human  vampires,  334 

Humanitv,  the  same  the 
world  over,  57,  70,  131,  180 
f.,  214  f. ;  democratization 
of,  99;  entering  a  period  of 
re-birth,  159;  at  the  peace 
table,  184;  responds  quickly 
to  the  best  in  civilization, 
213;  knit  together  through 
science,  283;  tired  of  war, 
289,  319;  in  the  service  of, 
324   ff. 

Ideals  of  civic  life,  imperial- 
ism and   democracy,  51 

Ignorance  cannot  breed 
truth,  162 

Individualism  and  socialism, 
60  ff.;  period  of,  G5 

Individuals,  moral  responsi- 
bility of,  213 

Intelliaence,  development  of, 
64  f.;  age  of,  66 *f.;  essen- 
tial to  democracy,  78,  79, 
86,  93,  296;  variation  of  the 
scale  of,  84;  will  not  return 
to  a  lower  philosophy,  121 ; 
stands  first  in  winning- 
wars,  137;  and  democracy, 
162  ff.;  will  never  submit 
to  ignorant  rule,  189 

Intelligent  criticism  always 
helpful,  286  f. 


Index 


343 


International  flag,  need  of, 
183 

Internationalism,  essential  to 
permanent  peace,  179  ff., 
■2!2\ ;  eifort  toward,  in  time 
of  Christ,  182 

International  peace  congress, 
37;  as  suggested  in  1913,  28 

International  spirit,  growing 
strong,  IS-i 

Irreconcilables  wrote  the 
amendments  and  reserva- 
tions to  the  league,  336 

Jesus,  birth  of,  new  philos- 
ophy of,  fatherhood  of 
God,  brotherhood  of  man, 
18;  taught  philosophy  of 
peace,  19;  teaching  of,  basis 
of  civilization,  culture,  re- 
ligion 19;  could  perform  no 
miracles  in  Nazareth,  27; 
the  leader  of  democracy, 
133  f. ;  an  internationalist, 
192 

Jordan,  David   Starr,  48 

Kindergarten,  has  become  an- 
glocised  and  made  sacred 
by  use,   144   f. 

Language,  origin  of,  142; 
should  be  enriched  by  the 
best   and  purest,  145 

Larnaude,  on  aerial  warfare, 
278 

Law,  as  written  in  nature  and 
man,  15 

Leaders,  of  men,  14;  not  con- 
fined to  any  nation,  243 
f. ;  of  child  study,  Ger- 
many, England,  France, 
America,  56  f. ;  yesterday 
and  tomorrow,  89;  of  demo- 
cracy should  be  the  clean- 
est and  best,  148,  159 


League  of  Nations,  7,  20,  73, 
75,  78,  88,  89,  99,  100,  134, 
158,  170  f.,  181,  183,  193, 
197;  as  planned  in  1913,  28 
ff. ;  should  be  democratic, 
28,  29,  223  f.,  22Q,  276;  con- 
cerned only  with  interna- 
tional affairs,  29;  opposed 
to  autocratic  rule,  29;  pur- 
poses of,  29,  225  f.,  227  f., 
232,  235  f.,  237  ff.,  287;  in 
permanent  session,  29;  will 
encourage  development  in 
education,  i  n  industry, 
science,  religion,  30;  will 
call  for  new  songs,  new  lit- 
erature, new  ideas,  31 ;  will 
be  ratified,  101,  327;  neces- 
sary to  human  progress, 
212,  284,  beginnings  of,  22o, 
238;  will  be  created  but 
form  of,  important,  214; 
open  on  like  terms  to  all, 
22Q  f.,  228;  as  standard  of 
action,  217  f.,  220;  no 
Utopia,  218;  proposed  plan 
of,  231  f.;  upkeep  of,  232; 
capital  of,  240  ff. ;  official 
language  of,  246  f. ;  has 
only  delegated  power,  253; 
workings  of,  should  be  re- 
viewed," 254  f.;  281  f.; 
original  constitution,  257 
ff.;  criticism  of,  281  f.,  283 
ff. ;  calls  for  no  surrender 
of  sovereignty,  286;  plan 
of,  287;  and  democracy,  289 
ff. ;  failure  to  ratify,  a 
tragedv,  294;  revised  cov- 
enant "of,  298  ff.;  made 
easy  of  amendment,  320; 
withdrawal  from,  320;  evil 
effects  from  delay  in  rati- 
fication, 326  f.;"  vital  to 
democracy,  324;  too  vital 
to  become  party  question, 
333;  above  party  and  above 


344 


Index 


men,  337;  supported  by  the 

majority  of  the  people,  337 

f. 
Lessons  taught  by  our  soldier 

boys,   148;   of  the  war,   149 

f.,   219 
Letter    to    Personnel    editor, 

135;  on  change  of  the  name 

kindergarten  to  play  school, 

13S  ff. 
Life,     meaning     of,     20,     21; 

cycles   of,   61,   62   f.;   unitv 

of,  58 
London,     as     capital     of    the 

league,  249   f. 
Love,    knows     neither     friend 

nor  foe,  147,  215 


Man,  in  evohition,  14,  16,  17; 
fundamentally  the  same, 
19;  not  perfect,  26;  four- 
fifths  submerged,  50  f.;  a 
dynamo,  53  f. ;  begins  life 
as  a  single  cell,  58  f.,  185; 
need  of,  64;  both  autocratic 
and  democratic,  74,  157;  by 
nature  dualistic,  179,  186, 
193,  215  f.;  hesitates  to 
give  up  the  past,  180;  more 
than  matter,  (nature),  185 
f.;  not  infallible,  191;  mis- 
understandings of,  194 
needs  guidance,  212  f. 
needs  balance,  216  f. 
standard   of   action   of,   217 

Masses,  against  the  classes, 
185  ff.;  of  today  the  classes 
of  tomorrow,  188,  190;  fur- 
nish the  truth  in  its  purest 
form,  188  f.;  will  always 
lead  in  a  true  democracy, 
189;  evolution  of,  190  f.; 
necessary  to  the  classes,  194 
f. 

Mental  levels,  of  development, 
51   ff.,  61   ff.,  84 


Might  the  test  of  right,  18 

Militarism,  believes  in  fa- 
vored classes.  111;  given 
direction  of  affairs,  113;  is 
doomed,  128,  255 

Militarists,  always  represent  a 
minority  of  the  people,  109; 
tend  to  prevent  democratic 
peace,   133 

Military  officers,  trained  at 
West  Point  and  Annapolis, 
136 

Missionary  spirit,  of  the 
world   being   organized,  245 

Monotheism,  16,  17 

Monroe  doctrine,  enlarged 
through  league  of  nations, 
231,  280;  misinterpreted, 
278  f.;  meaning  of,  279  f.; 
beginning  of  league  of  na- 
tions, 285;  unfortunate  in- 
sertion of,  291"  f.,  320  f.; 
and  pan-Americanism,  292 
f. ;  should  be  clearly  de- 
fined, 321 

Monuments  mostly  represent 
war  heroes,  30 

Moral  and  intellectual  awak- 
ening, 92 

Moral  habits,  depend  upon 
nature   and   nurture,   82 

Morale,   of   an    army,   153 

Most  nations.  Christian  na- 
tions, 19,  20 


Narcotics,  effect  of,  187  f., 
255   f. 

National  isolation,  168 

National  "war  songs  disap- 
pointing,   31 

Nationalism,  17;  long  in  the 
saddle,  182 

Nation's  attitude  on  the 
league  of  nations,  276  ff. 

Nations,  closer  union  of,  196, 
228,  319  f.;  impotent  with- 


Index 


345 


out  union  of  interests,  218 
f.,  23T,  280  f.;  closely  cor- 
related, 256,  hesitate  to 
enter  war,  277  f. 

Nature  and  nurture,  modifi- 
cation  of,   200 

Necessitated  changes  in  edu- 
cation, 98  ff. 

Need  of  united  action  in  sup- 
port of  the  war,  120  ff. 

New  York,  as  capital  of  the 
league,   248    f. 

Normal  schools,  stressed  the 
u-hat  rather  than  the  how, 
45 

Offspring,  scatter,  lose  iden- 
tity, 16 

Opportunities,  equality  of,  69 

Organizations  of  teachers, 
laborers,  farmers,  women, 
commoners  and  religious 
bodies  endorse  the  league  of 
nations,  101 

Oriarin  of  man's  dual  nature, 
186 

Pacifism,  successful  in  elect- 
ing the  president,  110,  120, 
151;  believes  in  the  com- 
mon brotherhood  of  man, 
111;  back  of  democracy, 
118 

Pacifism  vs.  militarism,  109 
ff. 

Pacifists,  always  in  the  ma- 
jority, 109;  good  citizens, 
110,  "  132;  deeply  patriotic, 
111;  forced  by  election  to 
support  president,  121;  of 
United  States  saved  democ- 
racy, 150;  may  fight,  151, 
155;  true  democrats  all,  177 

Parenthood,  period  of,  65  f. ; 
strengthens  character,  85, 
86 

Paris,  as  home  of  the  leaeue. 
249 


Parochial  schools,  of  Amer- 
ica, 72 

Patriotism,  low  ideal  of,  31; 
shown  in  action,  118,  148, 
329;  not  a  matter  of  lan- 
guage, 131;  of  the  auto- 
crat, 132;  love  of  men 
rather  than  country,  163 

Peace  and  war  contrasted,  24, 
25;   always   constructive,   70 

Peace  delegates,  better  able 
to   act,  291 

Peace  treaty,  and  league  of 
nations  interdependent,  284 
f.,  322;  and  covenant,  crys- 
tallization of  democracy, 
325 

People,  united  in  war  should 
now  unite  in  peace,  89;  de- 
mand a  democratic  league 
of  nations,  240  f. 

Personnel  testing,  value  of, 
in  creating  efficient  demo- 
cratic  army,   135   f. 

Philosophy,  of  peace,  13  ff. ; 
truer  philosophy  of  life,  14; 
taught  by  Jesus,  19;  of 
children's  questions,  46;  re- 
quired of  teacher,  50;  of 
pacifism  at  stake,  113 

Political  evolution  of  man,  17 

Polytheism,  16 

Preparedness,  insures  war, 
not  peace,  25;  inconsistent 
with  democracy,  117,  124, 
128,  136  f.,  147',  150  f.,  156, 
168  f. 

President  Wilson,  leader  of 
democracy,  129  f.;  peace 
terms  of,  205  ff.;  support- 
ed In-  the  people,  230  f. 

President,  The,  has  caught  the 
true  vision,  112,  117,  121, 
128.  1.36,  169,  222  f.;  does 
not  mistrust  pacifists,  118 
f. :  distinguishes  between 
German      government      and 


346 


Index 


German  people,  122;  will 
ring  true  to  democracy, 
133;  conceived  the  spirit  of 
the  people,  151 ;  criticism 
of,  156,  176;  expressed  the 
American  spirit  in  the 
fourteen  points,  209;  the 
five  points  of,  209  f.; 
statesmanship  of,  335  f. 

Progress,  of  civilization  takes 
place  at  the  top,  60 

Proposed  league  of  nations, 
212  ff. 

Proposed  referendum  on 
treaty  and  covenant,  333  ff. 

Prussian  military  autocracy, 
327 

Psychological  clinic,  96,  135- 
7,  152;  vital  to  true  educa- 
tion, 59;  work  of,  83  f.,  152 
f. ;  should  be  used  in  select- 
ing the  right  teacher  for  the 
right   place,   153,  200 

Public  opinion,  the  bulwark 
of  democracy,  98;  should 
be  aroused  to  the  impor- 
tance of  the  league,  277, 
297 

Racial  gods,  Shangti,  Brahm, 
Ormuzd,  Jehovah  (Adonai), 
Allah,  17 

Radicalism,  opposed  to  true 
democracy,  329 

Radical  socialists,  seven  per 
cent  of  the  people,  102 

Religion  deeper  than  phil- 
osophy, 15 

Religious  evolution  of  man, 
16  f. 

Reorganization,  of  education, 
69  ff.,  80 

Revised  covenant  of  the 
league  of  nations,  298  ff. 

Russia,  weakness  of,  125  f. 

Saint  Paul,  quotation  from, 
19 


Scientific  bodies  tend  to  be- 
come technical  and  narrow, 
91 

Shantung,   93 

Social  democracy,  of  Ger- 
many suppressed  by  autoc- 
racy,  131,   133 

Socialism  and  individualism, 
60  ff. ;  per  cent  of  extrem- 
ists,  221    f.,   241    f.,   296 

Songs  of  hate  should  be  dis- 
couraged,   131 


Taft,  Ex-President,  on  the 
league,  277 

Teacher,  work  of,  6;  prepara- 
tion of,  47  ff.;  aim  of,  in  a 
democracy,  42;  requisites 
of,  49  f.;  a  task-master,  51; 
should  never  give  for  truth 
what  is  not  truth,  68,  159 
f. ;  cannot  afford  to  break 
faith  with  student,  83;  re- 
sponsibility of,  in  reorgan- 
ization  of  education,   99 

Teachers   suffer   most,   5 

Teaching,  instinctive,  consists 
in  vitalizing  truth  and  pur- 
ity, 47  f.;"  different  from 
seeing,  48;  consists  in 
bringing  the  individual  into 
touch  with  his  better  self, 
81 ;  most  sacred  calling, 
100 

Text  books,  contain  thought 
of  yesterday,  30;  of  history 
devoted  to  civics  and  politi- 
cal life,  30 

Thyroid  gland,  jn  relation  to 
intelligence,    59 

Totemism,   16 

Treaty  and  covenant  referen- 
dum, 333  f  f. 

True   greatness,  24 

Truth,  beyond  us  appears  vis- 
ionary,   19;    may    be    sup- 


Index 


347 


pressed  but  never  de- 
stroyed, 98;  and  right 
divine  attributes  of  human 
nature,  146;  of  life  not  in 
books,  166 

United  States,  fought  to  free 
humanity,  83;  passing 
through  an  educational 
renaissance,  91 ;  only  nation 
at  peace  table  with  no  se- 
cret treaties  to  defend,  93; 
financial  loss  in  war,  94; 
drawn  into  world  war 
through  no  fault  of  its  own, 
110;  entered  war  to  make 
world  safe  for  democracy, 
IIT;  has  struggled  with 
autocracy  in  high  places, 
16T  f.;  not  alone  in  sacri- 
fices for  humanity,  188; 
turned  the  tide  of  war, 
2i?4;  delegates  to  peace  con- 
gress will  ring  true,  234, 
288;  least  benefited  by 
league  of  nations,  229; 
originator  of  the  league  of 
nations,  230,  335;  prohibi- 
tion of,  255;  the  union  of 
races,  279;  may  lose  moral 
leadership  through  the  sen- 
ate's delay,  280;  vital  to  the 
highest  success  of  the 
league,  280  f.;  has  led  in 
democracy  for  a  hundred 
years,  294,  325;  may  refuse 
to  ratify  the  treaty,  297; 
democratic  spirit  as  Ameri- 
canism,  330   f. 

Victory  of  democracy  in- 
volves serious  responsibil- 
ity, 219 

"War,  result  of  false  philos- 
ophy, 13;  develops  hate,  de- 


stroys good,  14;  and  peace 
contrasted,  24,  25;  prevents 
higher  instincts,  27;  op- 
posed by  public  opinion, 
27;  always  destructive,  70, 
333  f.;  debt  met  by  the 
common  people  not  by  the 
profiteers,  94,  95;  is  never 
right,  219  f. ;  impossible 
under  the  league  of  na- 
tions, 283;  causes  suffering 
of  innocent  beyond  that  of 
guilty,  328 
Wars    of  conquest  established 

policy,  18 
Whence   and   whither,   114   ff. 
Who     shall     direct     the     new 

democracy,  172  f. 
Will  to  live',  60 
Wilson-Bryan  split,  336  f. 
World  War,  6;  conflict  of 
ideals,  14,  124;  created  no 
new  problems,  69;  intensi- 
fied democracy,  87;  brought 
people  closer  together,  90; 
decreased  the  consumption 
of  alcohol  but  increased  the 
use  of  tobacco,  95;  will  de- 
stroy militarism,  109,  112; 
crystallizing  around  democ- 
racy and  autocracy,  111, 
120,  121,  124  f.,  128,  322 
f.;  the  last  war  of  nations, 
130;  means  innumeralile 
vacant  chairs,  147;  brought 
on  through  German  autoc- 
racy, 149 ;  important 
changes  stressed  by,  196  f. ; 
fought  to  make  the  world 
safe  for  democracy,  197; 
over  forever,  201  ;  cost  of, 
236;  has  made  the  Dardan- 
elles free  and  internation- 
ized  Constantinople,  250 
Wrongs,  sliould  be  riglited, 
148,    154 


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